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TEACHERS 
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No. 9. 
H ow TO 

T rain the 
^S" Memory, 

By Rev. R. H. QUICK, 

Author of "Educational Reformers. 




(73-h) 



E-L-KELLOGG-O^Co 

NEWyoRK- Cf-ChlCKGO 




SEVENTEENTH YEA%t 

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NEW YORK AND'^HICAGO. 



HOW TO TRAIN THE 
MEMORY. 



The Three A's. 



By R. H. quick, 

AUTHOR OF " EDOCATIONAL REFORMERS." 



6 ' 




New York and ChicagoT 

E. L KELLOGG & CO. 
1888. 



^i 



i I 



The paper here reprinted owes its origin not t. 
psychological study but to school-room experience 

R. H. Q. 

Redhill, Surrey, Eng,, 
May 28, 1888. 



HOW TO TRAIN THE MEMORY: 

Copyright, 1888, by 
E. L. KELLOGG & CO. 



HOW TO TRAIN THE MEMORY. 



THE THREE A'S. 



With the object of illustrating the connec- 
tion between the theory and practice of educa- 
tion, that is, between the conception of what is 
to be done, and the means of doing it, I offer 
the following remarks on Memory, and its 
treatment in the school-room. 

Whatever we see or become conscious of by 
way of our senses has an effect upon our minds; 
also everything that we think or The mind 
wish. Whether that effect is in holds its im- 
all cases indestructible is not a pressions. 
settled point, though some very si-ngular occur- 
rences have proved that we retain far more 
than we ourselves suppose. A remarkable case 
has been reported from one of the London hos- 
pitals, of a man who in the delirinm of fever 
suddenly began to speak in an unknown tongue. 
The language was at last identified as Welsh. 
When the man recovered, he said that he had 
spoken Welsh when a boy, but had since lost it, 
and could not when in health remember a word 

(3) 



298 HOW TO TRAIN THE MEMORY. 

of it. So it may be that all impressions are per- 
manent; but however this may be, our minds 
retain the residua of a vast number of impres- 
sions, many more than we can remember or re- 
call at will. When a past impression returns to 
our consciousness, we are said to have an 
" idea," or a " re-presentation," of that impres- 
sion. These " ideas" are seldom perfect. They 
may be very faint, and although they return to 
our consciousness when suggested by some si- 
milar impressions or ideas, we may have no 
power of recalling them by an effort of the will. 
And when they do come back to consciousness, 
they may be incomplete, or even partly incorrect. 
Suppose, e.g., I hear a name for the first time: 
to-morrow I might be unable to recall it, though 
a similar sound might suggest 
^^ ^ * it to me without my wishing it. 
If I wished to recall it, I might produce a sound 
somewhat like it, and not feel quite sure whether 
this was exactly the name or not. I have taken 
here a very simple instance. In other cases the 
" idea" micst be incomplete, if not incorrect. 
When we have seen a picture that has interested 
us, we retain an impression that will for a time 
give us an "idea" of the picture, though an 
imperfect one. The power of recollection, or 
bringing readily into consciousness correct 
ideas of past impressions, is a power which 
may be indefinitely increased by judicious prac- 
(4) 



DIFFERENT KINDS OF MEMORY. 299 

tice. Teachers know this well, and to this powef 
of the mind, at least, they attach due import- 
ance. In every school-room then, much time 
and energy are devoted to this " cultivation of 
the memory." But we should probably succeed 
better if we attended a little more to theory, 
and studied the nature of the faculty we wished 
to cultivate. 

There seem to be different kinds of memory, 
so to speak. One person can remember words, 
another numbers, another places, 
another never forgets a face. ^'^^^'^^^^^''^^ 
These different kinds of memory 
depend partly on natural ability, partly on 
training. At Trinity College, Cambridge, there 
are in residence over 400 undergraduates, of 
whom rather more than 100 change every year. 
Yet the porters who have to know every one by 
sight, very rarely ask a name more than once. 
Still more extraordinary is the way in which 
they remember every one's address. They are 
in fact perfect walking address-books. Knowl- 
edge of this kind is mostly kept as long as it is 
wanted and then thrown over; but when I re- 
turned to Cambridge after an absence of ten 
years, 1 was amused to find that the porter re- 
membered the letter of the staircase on which I 
had lived, although till reminded by him, I 
doubt if I could have told this myself. Illit- 
erate people are sometimes so thrown upon the 
(5) 



300 HOW TO TRAIN THE MEMORY. 

resources of their memory that, from exercise, 
this becomes extraordinarily powerful. There 
have been cases of such people doing a great 
deal of complicated buying and selling, and 
trusting to their memories with as much suc- 
cess as other people trust to their account 
books. The way in which the memory is 
strengthened by habit is, I think, well illus- 
trated by the following anecdote, trivial as it is 
in itself. A country postman once told me he 
was in the habit of getting an occasional lift in 
a butcher's cart, and he then saved the butch- 
er's man trouble by taking orders for him at 
houses that lay off the road. When several 
things were ordered, he had some difficuly in 
keeping them exactly right in his head till he 
rejoined his friend; but the butcher took not 
only these orders, but orders at houses for miles 
round, and without difficulty kept them all in 
his head till he went back to the shop; nor did 
he ever make a mistake, however numerous the 
orders might be. 

I have given these instances to show you 
how memory is developed by practice. And 
you will observe that the general memory is not 
strengthened by these special developments. 
The college porter and the butcher are like 
other men, except with reference to the special 
class of facts they have to remember. 

Neglect of these very obvious truths has led 

(6) 



SENSATIONAL MEMORY. 30I 

to much injurious action in the school-room. 
The maxim of the old scholars was that so 
often repeated by Casaubon — " Tantum quisque 
sett quantum memoridtenet : Every man knows 
just what he remxcmbers." The modern school- 
master in this, as in other matters, has taken his 
cue from the old scholars. But for want of 
careful discrimination of the different kinds of 
memory he has often developed a kind of mem- 
ory which is least valuable, if indeed it is not in- 
jurious to the other powers. 

We must all have met with the following 
experience. We are engaged in thought, when 
a question on some subject not Sensational 
connected with our thoughts is memory, 
put to us. For some seconds we go on think- 
ing, and though retaining the sound of the 
question, we are quite unconscious of its mean- 
ing. We then turn our attention to it and, as it 
were, read off the meaning from the idea of 
the words which we have retained. From this, 
we discover that the sensational and intellect- 
ual functions of the brain are pefectly distinct. 
Each of these functions has its peculiar kind 
of memory, and it would seem that sensa- 
tional memory may be developed at the expense 
of the intellectual. Certainly the two do not 
necessarily grow together, and stupid people 
and even idiots often have great power of sen- 
sational memory, i.e.^ memory for mere sounds; 

<7) 



302 HOW TO TRAIN THE MEMORY. 

with which we may classify the memory of facts 
retained without consciousness of their connec- 
tion with other facts or with one another. This 
probably has given rise to the French proverb — 
Beaucoup de me'more et peu de jugement^ and Pope 
says: 

" Thus in the soul while memory prevails 
The solid power of understanding fails, " 

I have known some singular instances of the 
strength of this kind of sensational memory in 
persons of weak intellect. I have met with the 
case of a lad who, though he knew nothing else, 
knew the times of arrival and departure of most 
of the trains in and out of London, which he 
studied every month in Bradshaw. A pupil in 
a school where I was master had a remarkable 
faculty for learning by heart, though he was 
very dull in other respects; and his memory was 
so purely sensational, that when he was set to 
learn the Kings and Queens of England with 
dates, so as to be able to write them down, he 
learnt the list of Kings and the list of dates sep- 
arately, and wrote them without endeavoring to 
connect them in his mind; />., he wrote first the 
list of Kings without thinking of dates, and then 
the list of dates without thinking of Kings. We 
discovered this by one of the dates having dropt 
out, so that in modern times the kings did not 
come to the throne till their death. On being 

(8) 



CULTIVATING THE SENSATIONAL MEMORY. 303 

asked about this, he explained his mode of pro- 
cedure. 

Now, it cannot be denied that most school 
teaching of children tends to cultivate the sen- 
sational memory mainly, if not ^^^^ teaching 
exclusively. The school-master of children culti- 
wants some ostensible examinable vates the sensa- 
results of his teaching, and he tional memory, 
gets this most easily by making his pupils simply 
learn by heart. There is a tendency in both 
teacher and pupils to make learning go easily, 
so to say, and exercise soon gives great power to 
the sensational memory; so that if it is not over- 
driven it jogs along with much satisfaction to 
its possessor and his teacher. As Brudenell 
Carter has well said, the child who uses his sen- 
sorium to learn words, is using an instrument 
perfected for him by the great Artificer; but 
when he comes to use his intelligence, he no 
longer uses a perfect instrument, but a faculty 
which is as yet only partially developed. He 
cannot therefore use it so easily. He must make 
an effort and puzzle his head before his intel- 
ligence will act at all. I was lately hearing some 
children say tables. " What is 7 eights ?" I asked, 
and got the prompt answer, '* 56." " How many 
eights added together make 56 ?" I asked next, 
and no answer at all was forthcoming. The 
first question was addressed to the sensational 
memory, the second to the intellectual. Another 
(9) 



304 HOW TO TRAIN THE MEMORY. 

instance occurs to me. A lady who had just 
given a lesson in an elementary school to some 
young children, told me she began to talk about 
geographical definitions. " You know," said she, 
" that an isthmus is a narrow piece of land join- 
ing two continents." " Connecthig, teacher !" 
shouted the children. ''Very well," said she, 
" connecting two continents. Now, who can tell 
me what is meant by connecting?" and she 
found that not a child had the smallest notion. 

Now as things run far more smoothly when 
the sensational memory only is exercised, we 

Neglect of the cannot be surprised that so much 
intellectual use is made of it; but the develop- 

memory stupe- ment of this kind of memory and 
fying- the neglect of intellectual memory 

leads to the stupefying of our children. " They 
won't think^'' complains the schoolmaster quite 
pathetically. Why will they not ? They think 
about their games, about their schoolfellows, 
about their masters, about their homes. They 
think shrew 'ly enough on these subjects, and 
perceive many an error in the master, of which 
he too might think with advantage; but about 
school work, they certainly seem to have no power 
or will to reflect on anything. Very much of this 
comes from the common notion that the first 
school lessons must exercise the sensational 
memory. Children learn Kings and Queens, 
capital and county towns, tables, parts of speech, 
do) 



SCHOOL WORK TO DEVELOP STORING POWER. 305 

declensions, conjugations, and the like, and they 
are not expected to have any conception what- 
ever to connect with these sounds; so they 
naturally acquire the habit of using in the 
school-room the sensational memory only, and 
when the habit is well established the luckless 
schoolmaster is appalled by their seeming stup- 
idity.* 

School work then, as a rule, makes too much 
of sensational memory. Next, it develops the 
carrying rather than the storing School work 
memory. The mind by practice should develop 
can acquire the art of rapidly storing power, 
getting up a lesson, and as rapidly forgetting all 
about it. This "carrying power" is especially 
useful to barristers and actors, and they perform 

* I have been asked, " Do you then condemn learning by heart?" 
To which I reply: "No, but learning by heart is not all of the 
same kind." What I object to, is learning that exercises nothing 
but the sensorium. If the children are interested in what they 
learn, the sensorium is in no danger of being over-developed. But 
the general notion is, let words be learnt by heart first, and then 
the intelligence will play its part afterwards. I have heard of a 
schoolmaster who, in teaching his boys to read, enjoined them 
never to think of the meaning — that would only distract their atten- 
tion. " One thing at a time is my maxim," said he. It is against 
this " unhappy divorce of words and things" (as Comenius calls it) 
that I wish to protest. If I cannot get a hearing as "theorist," I 
would appeal to results. The great difficulty of all schoolmasters 
is, that children, after the ordinary preparatory course, never look 
for a meaning in the words of the book. Surely "God's great gift 
of speech" must have been "abused," when learners no longer 
expect words to mean anything. 

(II) 



3o6 HOW TO TRAIN THE MEMORY. 

great feats of this kind. Actors study parts they 
are likely to act often, but they get up a part that 
is wanted only for a special occasion, and a part 
thus got up is forgotten immediately after the 
performance. The memory adapts itself won- 
derfully to circumstances. A friend of mine, 
who has to review a great many books, tells me 
that when he has read a book he remembers all 
about it till the review is written, and then he 
gets rid of the subject from his mind as easily, 
and, as far as he knows, as completely as he gets 
rid of the book from his table. Now the getting 
up of lessons fosters this habit of mind. The 
mind has to lade itself with certain knowledge 
and " carry " it for a few hours, and then it drops 
it, not without a feeling of relief. " The tear for- 
got as soon as shed " is a well-known character- 
istic of childhood, and so too is the task forgot as 
S0071 as said. Unfortunately, our competitive 
examinations place a very high premium on the 
cultivation of this kind of memory. I remember 
in a large school a prize was offered for the best 
examination in a certain set of books on a period 
of English history. When the appointed day 
arrived some cause of delay arose, and it was 
announced that the paper would not be set for 
a fortnight. One of the boys, who was very 
successful in such examinations, thought himself 
much injured by this alteration. He had pre- 
pared himself, he said, for the day fixed, and in 

(12) 



THE THREE A S. 307 

consequence of the change he would have to go 
all over the subject again; if he did not, in a 
fortnight's time it would have entirely gone out 
of his head. This carrying power is no doubt 
useful in some circumstances, but it is not 
memory, if we consider memory as the hoarding 
power of the mind; and its extreme development 
in the school-room is no doubt injurious. 

We learn, then, that the schoolmaster, in trying 
to cultive the memory, too often cultivates the 
wrong kind of memory; first, that 
which is merely sensational, and 
secondly, that which is merely the carrying as 
opposed to the storing power of the mind. How 
then should memory be cultivated ? I arrange 
a plan under what I term " the three A's." The 
three A's are ATTENTION, ARRANGEMENT, 
ASSOCIATION. 

I. The art of memory is the art of attention, 
said Dr. Johnson; and another thinker has de- 
clared that genius itself is noth- 
ing but the power of continuous ^" ^°"' 
attention. The mind's power of retaining an 
idea varies as each of the following three things 
— ist, the strength of the first impression, which 
strength depends on the whole mind's being 
concentrated on forming the idea, in other 
words, on the amount of attention given it; 
2nd, the length of time during which the 
thought keeps possession of the mind; 3rd, the 
(13) 



3o8 HOW TO TRAIN THE MEMORY. 

frequency of its renewal, i.e., the number of 
times it is brought back into consciousness. 
The first thing to be secured then is attention. 

As we all know, there is such a thing as volun- 
tary attention, when the mind resolves to fix 
itself on a certain subject and does so. We are 
constantly expecting young people to give volun- 
tary attention to the work before them, and we 
say that the power of voluntary attention is of 
the very greatest importance. No doubt it is. 
But voluntary attention is one of the highest 
functions of the trained intellect, and nothing is 
more ridiculous than to make great demands on 
the voluntary attention of young people. It is, 
in fact, to expect at the outset of their intel- 
lectual training just what that training will in 
the end give them, where it is perfectly successful. 
In the early stages, we must think more of in- 
voluntary than of voluntary attention, and by 
means of it must cultivate a habit of attending. 
Even involuntary attention is not continuous in 
the very young. We see the infant attracted by 
some object, say a bunch of keys. In a few 
seconds it throws it av/ay and grasps at a watch- 
chain. In a few seconds more it turns from this 
to look about for something else. Here we have 
the power of attention in the earliest stage of all; 
and in the next, i.e., in young children, there is, 
as we all know, a restlessness which can be satis- 
fied only by perpetual change in the direction of 
(14) 



ATTENTION. 3O9 

thought. If the teachers neglect this simple 
truth about the nature of the mind, unpleasant 
consequences are likely to ensue. The children 
will soon cease to attend even to instructions 
which for a little while may be well suited to 
them. When they are no longer occupied with 
the matter in hand they speedily become " naugh- 
ty," that is, each child's energy takes an inde- 
pendent direction, and the harmony of the class 
is at an end. To restore it, the teacher has re- 
course to punishments, and thus from their 
earliest years children are accustomed to look 
upon learning as one of the chief troubles of 
life. 

Instruction in its first stages then, should aim 
at securing the involuntary attention of the 
children, and should gently foster the increasing 
power and habit of attending to one thing with- 
out wandering. Later on, when the mind has 
some power of dwelling on a subject, pains must 
be taken to cultivate voluntary attention. There 
are studies especially valuable in this way, as 
e.g., geometry; but the main thing is to get the 
whole mind concentrated on the work in hand, 
whatever it may be. This habit of concentra- 
tion is fostered by letting school exercises and 
preparation be done without fixing a definite 
duration for the work. If boys have no induce- 
ment to get the work done soon, they will ac- 
quire a pottering habit, and their minds will 
(15) 



3IO HOW TO TRAIN THE MEMORY. 

wander; but if they may turn to occupations 
more pleasurable to them as soon as the work is 
completed, they will put out all their strength 
to come to the end. Over-hurrying is indeed 
likely to take the place of pottering, but it is 
pehaps the lesser evil of the two, or at least, the 
easier of correction. 

But I have been considering continued atten- 
tion generally, rather than intensity of attention 
at the outset, which is the cause of strong first 
impressions. Now intensity of attention, with 
the young at all events, depends entirely on that 
almost unaccountable thing which we call "in- 
terest." When the mind is interested, all its 
powers are ready for action; when uninterested, 
it seems in a state of coma. Whenever then we 
can arouse interest we are likely to impress the 
memory. The converse of this is recognized in 
the affairs of every day. Suppose, e.g.^ an ac- 
quintance invites us to dinner and we, having 
accepted the invitation, forget the engagement 
and do not go; the reason of our non-appearance 
is regarded as an insult, and that for an obvious 
reason. Our forgetfulness is a proof that we 
were not much interested by the invitation, for 
if we had been we should not have forgotten it.* 

* President Lincoln on one occasion put this very humorously. 
He asked General McClellan why he had not seen him at a levee. 
"I forgot it," said McClellan, who was not at the time in an 
amiable frame of mind. " Ah," said the President, "that reminds 
me of a case I was in when I was at the bar. A woman accused a 
(i6) 



THE CONCEPT MUST BE DWELT UPON. 31I 

Similarly, in the school-room, if the master were 
to announce to the school " The French elections 
have been fixed for the i8th of October; try to 
remember that" — the chances are that the i8th 
of October would not remind a single boy of 
the elections. But if he said "On the i8th of 
October there will be a total eclipse of the sun, 
and it will be dark in the middle of the day," — 
nobody would fail to expect this when the day 
arrived. And so we find everywhere that our 
knowledge, i.e.^ the area brought within our ken 
by memory, spreads just where we take an in- 
terest and nowhere else. The first step then to- 
wards bringing about healthy exercise of the 
memory, must be the awakening of interest in 
the thing to be remembered. 

But when a vivid first impression is once 
secured, the mind must dwell upon the idea be- 
fore it is allowed to pass out of 
consciousness; otherwise speedy econcep 

recollection will be impossible. 
We see this from the way in which 
novels are forgotten now that the supply is un- 
limited, and boys devour them in great numbers. 
Years ago, when novels were not easily obtained, 
w^e did not hurry over the feast, and our im- 
pressions were more lasting than those of the 
young novel-readers of now-a-days, who remind 

man of rape. In cross-examining, I asked her why she had not told 
her husband about it for some days. What do you think she said? 
She said, I forgot to^ 

(17) 



312 HOW TO TRAIN THE MEMORY. 

one of the old joke about reading Te?i Thou- 
sand a Year. In school-teaching, the concepts, 
when accurately obtained, are often not prop- 
erly dwelt upon, and it is no unusual thing for 
a master to finish off all the definitions with his 
first Euclid lesson. He assumes that when once 
the concept is formed it will remain in the boy's 
head forever; whereas it must be dwelt upon 
till the mind is familiar with it: and further, it 
must be brought back again and again into con- 
sciousness, so that it may present itself uncalled- 
for whenever it is wanted. For in the mind 
well furnished and well trained, the ideas will 
deserve the eulogy pronounced by James I 
on his courtier Sir Henry Wotton: They will 
never be in the way, and they will never be out 
of the way. 

This brings us to the third thing necessary, 
viz., frequent repetition. All great authorities in 

school matters are agreed on the 
Repetition necessity of a good foundation, 
needed. . ^ . . , 11, 

t.e.^ of knowmg thoroughly the 

things taught first. There is indeed, a great 
difference in the various notions about knowl- 
edge. Some people mean the exercise of the 
sensational memory only; others, like Pesta- 
lozzi, mean thorough grasp of elementary ideas. 
Some teachers, again, require in every subject 
thorough mastery of tables by the sensational 
memory, and at the same time full play of the 
(18) 



EXAMPLE. 313 

intellectual memory about ideas which the tables 
serve to suggest and connect. But all alike re- 
quire that the ground should be gone over 
again and again till the recollection, and bring- 
ing the idea back into consciousness, takes place 
without effort. Only then has the knowledge 
become a part of the mind's available property. 
The following amusing passage from an admir- 
able little book, Jacob Abbott's " Teacher," puts 
before us very clearly the difference between the 
perfect and the partial action of the memory; — 
" Can you say the Multiplication Table ?" said 
a teacher to a boy near him in class. " Yes, 
sir," said he promptly. "Begin 
at 9 X I " said the teacher. The ^ ^ 

boy went through the 9's slowly but quite cor- 
rectly. "Begin again," said the teacher, " and 
I will try an experiment. Mind you don't stop 
till you get to the end." Directly the boy had 
begun the 9's the teacher also began saying 
aloud the 7's. The boy went on a little way and 
broke down. " I know the table, sir," said he, 
"but I can't say it because you put me out." 
" Very well," said the teacher; " say the Alpha- 
bet." Directly he began, the teacher started 
also, beginning at another place, but this time 
the boy went on to the end without difficulty. 
" You see, now," said the teacher, " that though 
you know both the Multiplication Table and the 
Alphabet you know them in very different ways." 
(19) 



314 HOW TO TRAIN THE MEMORY. 

Now the things which the mind will have to 
use frequently we want thoroughly mastered, 
and this cannot be secured without frequent 
repetition. But then arises one of the teacher's 
greatest difficulties. The mind, especially the 
mind of the young, will enter into nothing in 
which it is not interested; and mere repetition 
is a deadly foe to interest. How then is in- 
terest to be kept up w^hile ideas are brought 
back into consciousness often enough for the 
mind to be able to recall them without effort ? 
The true secret is; as I believe, to make as little 
use as possible of merely sensational memory, 
and to vary the mode of bringing the idea back 
to the mind. Take, for instance, the Multipli- 
cation Table, which is learnt and perhaps must 
be learnt at first by the sensational memory: 
it is easy to ask questions in a variety of ways 
so as to set the mind to work upon it. Suppose, 
e.g., the 4 line is known, the teacher may ask, If I 
take 4 and 4 and 4 and add them together, how 
many 4's should I have ? — what will that make? 
If ten 4's are 40, and I take away 4, how many 
4's are left ? — how many would that be ? When 
the children are more advanced they may say 
tables in a variety of ways, e.g., the teacher may 
say, Name all the multiples of seven less than 
100. Name the odd multiples of nine under 
100. Go up all the numbers to 100 and say 
which are prime numbers and which are mul- 
(20) 



NEED OP VARIETY IN REPETITION. 315 

tiples. Exercises of this sort teach pupils not 
only to recollect with ease, but also to use the 
truths recollected."^ 

In his efforts to get variety in the manner of 
repetition without changing the substance, the 
teacher should employ the various 
senses wherever this is possible. Need of variety 
The ear, the voice, the eye, the in repetition, 
hand, may often be exercised 
about the same matter. The effect of using 
more senses than one is in itself a capital thing 
for the memory. The idea formed by the 
action of the two senses is stronger than that 
formed by the action of one. To test this, you 
may try the experience of seeing how much of 
a printed sentence you can take off by reading 
it to yourself and then writing it without book, 
and how much you similarly take off when you 
read the passage aloud. You will find that the 
eye and ear together are stronger than the eye 
alone. 

We next come to the ASSOCIATION OF 
IDEAS, which as James Mill long ago pointed 
out, is a powerful instrument in 
the hands of the thoughtful edu- 
cator; for by this association of ideas, one idea, 

*We must not forget, however, that brain-work takes time; and 
no one without experience in teaching would believe how often the 
mind has to connect 9x6 with 54 say, before the first immediately 
suggests the last. The necessary amount of repetition could per- 
haps hardly be secured if we always associated brain-work with it. 
(21) 



3l6 HOW TO TRAIN THE MEMORY. 

as a matter of course, suggests another, and the 
mind tends to form established trains or se- 
quences. These sequences are under the in- 
fluence of custom, of pleasure, and of pain; and 
all these depend in some measure on the educa- 
tor. As we are now considering the memory 
only, I will not discuss the larger question of 
habit, which is a result of the tendency in both 
mind and body to act in established sequences; 
but in passing, I cannot help remarking on the 
folly of associating in the minds of children pain 
and disgust with the things which we wish them 
to become attached to. As Locke says, the very 
sight of the cup from which we have been accus- 
tomed to take nauseous physic is unpleasant to 
us, and we can relish nothing we drink out of it. 
Why, then, do we so often make books instru- 
ments of torture to children, especially the chil- 
dren of the poor, if we do not wish them to hate 
the sight of a book all their lives ? Why do those 
who love religion so often inflict tedious relig- 
ious services on children, unless they w^ish the 
children to shun religious services as soon as 
they are their own masters ? 

But this by the way. We are considering 
association of ideas as a help to memory. The 
singular ease with which the mind runs along 
established trains may be readily tested by say- 
ing the Alphabet forwards and then trying it 
backwards. I do not know, by the way, why 

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PRACTICAL SUGGESTIONS. 317 

this particular train is so well established in all 
of us, unless it be that it was one of the first 
sequences of any length to which the mind be- 
came accustomed. 

Now our knowledge, in order to be of any use 
to us, must not lie in the memory, a pile of 
isolated facts, but must be worked up into trains 
along which the mind will work without effort. 
In the words of an old writer; " There are per- 
sons who have laid in vast heaps of knowledge 
which lie confusedly and are of no service to 
them for want of proper clues to guide into 
every spot and corner of their imagination; but 
when a man has worked up his ideas into trains, 
and taught them by custom to communicate 
easily with one another, then arises order, and 
he may reap all the benefit they are capable of 
conveying; for he may travef over any series of 
them without losing his way and may find any- 
thing he wants without difficulty." (Abraham. 
Tucker's Light of Nature?) 

We see now how the teacher may strengthen 
the pupil's memory. He must not require them, 
as the authors of most school- 
books do, to perform the tour de Practical sug- 

^ ' ^. . gestions. 

force of committing to memory 

a huge number of disconnected facts, but he 
must awaken in them a perception of all the con- 
necting links between what is already known and 
what is to be remembered. Mnemonics, as you 
(23) 



3l8 HOW TO TRAIN THE MEMORY. 

know, give purely arbitrary connections between 
the things to be remembered. This sort of con- 
nection is better than none at all, but it is far 
inferior to connections which lie in the things 
themselves. When anything new is to be re- 
ceived, the pupils should be led to compare it 
with what they already know and to mark simi- 
larities and differences. Too often, pupils are 
raced along and made to acquire imperfectly, 
by sensational memory only, a large quantity of 
sounds; and similarities which might be a great 
assistance to them become a mere source of 
confusion. E.g., a boy learns the verbs in the 
the verbs in the Latin grammar from the begin- 
ning of the active of amo to the end of the pas- 
sive of audio. In this case, things which should 
be for his wealth prove an occasion of falling; 
for the similarity between the conjugations, and 
between active and passive voice, leads to all 
kinds of wrong combinations. But if the active 
of amo is made familiar to the learner and he 
has then to learn the passive of amo or to go on 
to the active of the next conjugation, he may 
compare what he knows with" what he has to 
learn, and by this means may materially lighten 
his labor. School-masters in large schools have 
a similar experience in remembering boys. If 
two boys a good deal alike enter the school at 
the same time, the masters often go on confusing 
the one with the other; but if a boy enters the 
(24) 



ARRANGEMENT. 319 

school, who is a good deal like another whose 
face has already become familiar, there is no 
confusion, because the masters think of him as 
the new boy who is so like the boy they already 
know. 

Before I quit the subject of connection of 
ideas, I must give a caution which we all stand 
in need of. By the time we have grown up, we 
have formed in our minds all kinds of trains of 
ideas, and by habit we have got to think of 
these associated ideas as if they were one simple 
idea; and hence we attribute to other people, 
often indeed to our pupils, the possession of the 
whole connected series, when they have but a 
part. We expect them, too, to keep up with us 
when we are going along a well-worn high road, 
and they are, so to speak, on the other side of 
the hedge and have to scramble along over a 
very rough country. A little more knowledge 
of the operations of the mind would cure a good 
deal of the shool-master's impatience. 

3. The last of the three A's, ARRANGE- 
MENT, is closely related to the second, Associa- 
tion. When things are well ar- 
ranged, the mind can form good ^ 
trains of ideas; and natural connections, as I have 
said, are far better than artificial ; indeed, memory 
of real connections is the memory of great in- 
tellects, memory of isolated facts is the memory 
of idiots. Very great care then should be taken 
(25) 



320 HOW TO TRAIN THE MEMORY. 

by the teacher to put the different things to be 
retained in good order. In Thomas Tate's 
''Philosophy of Education" is the following 
story, which well illustrates the power of ar- 
rangement in assisting the memory: — * 

" Betty," said a farmer's wife to her servant, 
"you must go to town for some things. You 
have such a bad memory that you 
always forget something, but see 
if you can remember them all, this time." " I'm 
very sorry, ma'am," says Betty, "that I have such 
a bad memory; but it's not my fault; I wish I 
had a better one." "Now mind," said her 
mistress, " listen carefully to what I tell you. I 
want suet and currants for the pudding." " Yes, 
ma'am, suet and currants." " Then I want leeks 
and barley for the broth; don't forget them." 
"No, ma'am, leeks and barley; I shan't forget." 
"Then I want a shoulder of mutton, a pound of 
tea, a pound of coffee, and six pounds of sugar. 
And as you go by the dressmaker's tell her she 
must bring out calico for the lining, some black 
thread, and a piece of narrow tape." "Yes, 
ma'am," says Betty, preparing to depart. " Oh, 
at the grocer's, get a jar of black currant jam," 
adds the mistress. The farmer, who has been 
quietly listening to this conversation, calls Betty 
back when she has started, and asks her what 
she is going to do in the town. "Well, sir, I'm 

* I have no; quoted with verbal accuracy. 
(26) 



. AN EXAMPLE. 321 

going to get tea, sugar, a shoulder of mutton, 
coffee, coffee — let me see, there's something 
else." " That won't do," said the farmer; " you 
mu3t arrange the things, as the parson does his 
sermon, under different heads, or you won't 
remember them. Now you have three things 
to think of — breakfast, dinner, and the dress- 
maker." ^' Yes, sir." " What are you going to 
get for breakfast ?" " Tea and coffee and sugar 
and jam," says Betty. *' Where do you get these 
things?" " At the grocer's." '* Very well. Now 
what will be the things put on table at dinner ?" 
" There'll be broth, meat, and pudding." " Now 
what have you to get for each of these ?" " For 
the broth I have to get leeks and barley, for the 
meat I have to get a shoulder of mutton, and 
for the pudding I must get suet and currants." 
" Very good. Where will you get these things ?" 
*' I must get the leeks at the gardener's, the 
mutton and suet at the butcher's, and the barley 
and currants at the grocer's." " But you had 
something else to get at the grocer's ?" "Yes, 
sir, the things for breakfast — tea, coffee, sugar, 
and jam." "Very well. Then at the grocer's you 
have four things to get for breakfast and two 
for dinner. When you go to the grocer's, think 
of one part of his counter as your breakfast 
table and another part as your dinner table, and 
go over the things wanted for breakfast and 
the things wanted for dinner. Then you will 
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322 HOW TO TRAIN THE MEMORY. 

remember the four things for breakfast and the 
two for dinner. Then you will have two other' 
places to go to for the dinner. What are they ?" 
" The gardener's for leeks, and the butcher's fof 
meat and suet." "Very well. That is three of 
the four places. What is the fourth ?" " The 
dressmaker, to tell her to bring out calico, 
thread, and tape for the dress." " Now," said 
her master, " I think you can tell me everything 
you are going for." "Yes," said Betty; "I'm 
going to the grocer's, the butcher's, and the 
gardener's. At the grocer's I'm going to get 
tea, coffee, sugar, and jam for breakfast, and 
barley and currants for dinner. But then I 
shall not have all the things for dinner, so I 
must go to the butcher's for a shoulder of mut- 
ton and suet, and for leeks to the gardener's. 
Then I must call at the dressmaker's to tell her 
to bring lining, tape, and thread for the dress." 
Off goes Betty and does everything she has to 
do. " Never tell us again," said her master, 
"that you can't help having a bad memory." 

I hope I have by this time shown you that even 
such imperfect science as we have ought to influ- 
ence practice in the schoolroom. 
We have seen that there are dif' 
ferent kinds of memory. The sensational action 
of the brain has its memory, and the intellectual 
has its memory. We have our choice, to some 
extent at least, which kind of memory we will 
(28) 



PRACTICAL SUGGESTIONS. 323 

develop in our pupils, and we mostly develop 
that which works easiest, the sensational. 
Science would teach us that this is wrong, and 
that we should endeavour to make intellectual 
memory take the place of sensational. Next we 
found that the mind has two very distinct 
powers, which may be called the carrying and 
the hoarding powers. The carrying power has its 
uses in special circumstances, and can never be 
neglected so long as there are examinations to 
prepare for; but the hoarding power is one of 
the principal faculties of the mind, for the in- 
tellect without a hoarded treasure of truth 
works to little purpose, as a flour-mill with no 
corn in it. The mind then must be taught not 
how to carry, but how to hoard; and for this 
purpose we must cultivate its interests, we must 
accustom it to continued attention, we must 
teach it how to arrange its ideas and connect 
them in trains, so that one idea mav call up 
others bearing on the same subject. 

Perhaps the gist of what I have said will be 
seen most clearly if we take a subject and see 
how the previous considerations will affect the 
teaching. 

Learning poetry has always occupied a large 
place in the curriculum, though till quite lately 
the poetry learnt in our great Practical sug- 
schools was nearly all of it Latin. gestions. 
Has any attempt been made to secure the right 
(29) 



324 HOW TO TRAIN THE MEMORY. 

sort of memory in this case ? Very seldom, I 
believe. We always go back to our own child- 
hood and make our own experience the test of 
the general experience; and adopting this plan, 
I call to mind the time when on joining a new 
class I began in the middle of Gray's Ode and 
learnt: 

"Alas, regardless of their doom, 
The little victims play; 
No thought have they of ills to come, 
No care beyond to-day. " 

I very well remember puzzling myself by trying 
to think who the little victims could possibly be, 
what their doom was, and why they didn't mind 
it. Still in this case I hoarded the words, and 
some eight or ten years afterwards I managed 
to attach some meaning to them; but on being 
moved to a public school (Harrow) I found that 
the carrying power was the truly valuable one. 
I wanted to " get my remove," and I found my 
getting it would depend in a great measure on 
the quantity of Ovid I could say by heart. I 
therefore managed to carry in my head for a 
little while a great quantity of verses, of which 
I never attempted to construe a dozen. I got 
them up by parrot memory only: they were 
nothing but sounds, and oddly enough it was 
an understood thing that we were not required 
to know the meaning ! In this case great im- 
portance was attached to memory, but to 
memory of the wrong kind. This was at Har- 
(30) 



PRACTICAL SUGGESTIONS. 325 

row. At another public school (Winchester), 
in days gone by, there was an attempt 
made to cultivate both the hoarding and the 
intellectual memory by the following ex- 
pedient: — In every examination while he re- 
mained in the school a boy might take up the 
Latin and Greek repetition which he had pre- 
pared for his first and subsequent examinations, 
so that he gained a store which was kept and 
increased as he went up the school. Thus the 
hoarding memory was encouraged. Besides 
this, he was not allowed to say anything he 
could not construe, so here was some precaution 
taken against mere sensational memory. In a 
little book published some years ago by the 
Rev. Henry Fearon, he says that he knew at 
Winchester a boy who could construe and 
repeat 14,000 lines from Latin and Greek poets. 
This Winchester plan had some very good 
points in it; [but as the boys were left to learn 
up the repetition in their own way, the great 
probability is that in learning by heart they had 
little consciousness of the meaning, for both 
young and old have a tendency to avoid think- 
ing; and in a foreign language the sounds do 
not so readily suggest ideas as in our own lan- 
guage. I remember asking a lad if he ever 
thought of the meaning when he repeated Latin 
poetry, " Yes," he said, '' sometimes— w/^^« / 
can't think of the Latin.'' 

(31) 



326 HOW TO TRAIN THE MEMORY. 

For this and other reasons good pieces of 
English poetry should be learnt, that, is not car- 
ried for a few days but hoarded 
^' for life. For this purpose they 
must be much more elaborately studied than 
poetry usually is. The ordinary way is for 
the teacher to set so much to be got up, and 
the children then read it over and over till they 
can " say" it. Sensational or parrot memory is 
therefore used at first if not at last also. True, 
many teachers will say; but this must be the 
case here as in almost all learning. Your Inno- 
vators would have nothing learnt by heart with- 
out full understanding; but full understanding 
is seldom possible. Who can say that he fully 
understands the highest utterances of great 
poets and thinkers ? Are we then to learn only 
the inferior things which we can perfectly un- 
derstand? And if you admit that the child can 
understand very little perfectly, you must admit 
that he should learn what he does not under- 
stand: in other words, you grant him the use of 
his sensational memory. 

In reply to this, I contend that it is the educa- 
tor's business to develop the memory which is 
most important and least able to take care of 
itself. It is indeed true that comprehension, 
even in adults, is far from perfect, and in children 
it is very imperfect indeed; but instead of as- 
suming that children can't understand, and so 
(3^) 



ILLUSTRATION OF LEARNING A POEM. 327 

getting them accustomed not to expect sense, 
the educator should train them to endeavor to 
understand. The child, when he begins to learn, 
will be ready to say with the Student in Faust : 
"Ein Begriff muss bei dem Worte sein — The 
words must surely have a meaning." But the 
schoolmaster too often answers like Mephisto- 
pheles : " Schon gut! Nur muss man sich nicht 
allzu angstlich qualen — No doubt they have, 
but you need not bother yourself about it." The 
educator will try to make children discontented 
till the words have a meaning for them.* 

Remembering that the mind works only where 
it is interested, the master will choose a piece of 
established excellence, simple in 
its character, and of such a nature , "lustration of 
, ^ . ^ . .r .^, learning a poem, 

that It may connect itself with 

what the children already care about. The 
children must like the piece. And it is inter- 
esting to the teacher to find what they like 
best. I have often tried the following plan 
with great success. I have selected six or eight 
poems which I knew were thoroughly good and 
suitable for the children. Everybody then has 
a paper and pencil. The teacher then reads a 

* It is a most interesting question how far children who have 
not suffered from "teaching" do actually expect words to have 
meanings. At first they learn only the words they want, and every 
sound they acquire has its meaning : but they soon get to like 
jingles as such. I am by no means sure that the child is always 
so exigeant as Goethe's student, 

(33) 



328 HOW TO TRAIN THE MEMORY. 

piece to the class, and everyone (the teacher in- 
cluded) awards marks to it, 10 being the highest 
possible. When as many pieces have been thus 
read and marked as time will allow, the class 
read out in turn the marks assigned, the teacher 
giving his marks last. He thus finds which 
pieces are the most popular, and the children 
are much interested in comparing their estimates 
with his. 

He selects some piece which he finds popular, 
say Cowper's poem " The Loss of the Royal 
George^'' which is sure to be a favorite. As I 
have said, a careless master will simply set the 
piece to be learnt: a careful master may make 
the opposite mistake of preparing a great quan- 
tity of information and trying to enforce on his 
pupils' memories the date of Cowper's birth 
and death, his melancholy, his friendship with 
the Unwins, and much else which is not at all 
to the purpose. All this literary information 
does not interest the young and is never ac- 
quired by them except for the examiner. But 
the master may ask the boys about ships, about 
the difference between merchantmen and men- 
of-war, about the size of men-of-war and the 
number of their crews, about Portsmouth and 
its advantages as a harbour. I say he will ask^ 
for it is better to get information from the boys, 
or at least their, conception, which will have 
been formed on all subjects that interest them; 
(34) 



AS TO QUESTIONS ON THE POEM. 329 

and it is a good rule that the master should 
always talk as little as possible. The master 
may then tell the story of the disaster. He will 
say that this event was not in itself of such great 
importance as some other similar misfortunes, 
as e.g.^ the loss of the Captain^ but it has become 
celebrated through a poem. He will then recite 
the poem to them. He will next take a verse 
at a time and ask questions about the meanings 
of the words and phrases. He will ask espec- 
ially for any incident of the story which is re- 
ferred to in the poem ; e.g.^ after reading the 
verse beginning "A land-breeze shook the 
shrouds," he will ask, On what coast of England 
is Spithead? What wind was it that upset the 
Royal George? And afterwards, with reference 
to the line, " His fingers held the pen," he will 
ask. How was the Admiral engaged when the 
accident happened? 

A remark suggests itself to me about question- 
ing. I think it will be well worth the master's 
while to have thought out most of 
his questions beforehand, and to ^^ *** questions 
have marked his book in such a 
way that a glance will tell him what questions 
he purposed asking. Next, if he asks the 
class collectively, two or three boys will answer, 
and the rest will feel they have no chance and 
will think of something else. If, on the other 
hand, he passes questions, a good deal of time is 

(35) 



330 HOW TO TRAIN THE MEMORY. 

wasted; and besides, the first boy asked has not 
so much time to think as the last boy to whom 
the question descends: moreover, the last boy 
asked may have got some hint from previous 
guesses. Perhaps the best way is this: after 
asking a question and pausing the time requisite 
for thought, whether one second or twenty, to 
glance down one's list of the boys' names and 
stop the pencil at some name which one pro- 
nounces; if its owner is not ready with the right 
answer, the master answers for him and gives 
him a negative mark; but if he answers right, the 
master gives him a positive mark; if the answer 
is partly right, a mark may be given equivalent 
to O. In this way, the attention of the whole 
class is kept up. The marks cannot be made to 
give a fair result at the end of each lesson, and 
they should not be added together till after a 
series of lessons, when many questions have been 
asked. 

Before the class have the poem to learn, they 
should have heard the master recite it on more 
than one occasion, and they should also have 
read it aloud to him. At this stage, attention 
may be called to the epithets by such question- 
ing as this: "What is the shore which they 
were near called ?" " Their native shore." " Why 
called native ?" " The poet says she had sprung 
a leak. What kind of leak does he mention ?" 
" A/^/^/ leak." "What does this mean?" 
(36) 



AS TO QUESTIONS ON THE POEM. 33I 

The main difficulty in learning poetry is to 
remember the order in which the verses come. 
The master should be careful to make the pupil 
observe any connection of thought in the con- 
secutive verses. If the poem is a good one, the 
fitness of the order will come out on examina- 
tion, and the perception of this fitness will assist 
the intellectual memory. The principle of asso- 
ciation of ideas may be turned to account in 
another way also. Instead of reading one verse 
over and over, read always two verses. Read 
together several times the first and second, then 
the second and third, then the third and fourth. 
This way of forming a chain has been developed 
by Dr. Pick, and made the basis of many in- 
genious experiments. 

In hearing the piece, the master should not 
prompt by giving the next word, but he should 
give the sense of what follows, and in this way 
lead the boy to depend on his thinking-memory. 

When the piece is known, it must be recited 
very slowly and distinctly and with strict atten- 
tion to the meaning. The boy reciting should 
stand as far as possible from the master. It 
very much enlivens these recitations (which take 
too much time to occur often) if the boys all 
mark the reciter and read out the marks, the 
master announcing his last. The boys will take 
great pains in their endeavor to get their marks 
near the master's. 

(37) 



332 HOW TO TRAIN THE MEMORY. 

We will suppose this and other pieces to have 
been learnt. In many schools, pieces of English 
poetry when once learnt are never 
Use of poetry, thought of again. In these schools, 
the only things which are learnt to be remembered 
are Latin and Greek grammars. But good Eng- 
lish poetry is at least as well worth remembering 
as doggerel verses about Latin genders. Let it be 
understood then, that the poetry will be useful 
again and again in school work. From time to 
time pieces may be written from memory. Some- 
times the most emphatic word in each line may be 
underlined in these written pieces; sometimes the 
subject in each clause; sometimes the epithets; 
sometimes the prepositions or adverbs; and so on. 
Or the pupils may be required not to write the 
whole piece, but to write in column a list of the 
prepositions in it, with the words governed by 
them. Or the pupils may be told to mention any 
similes that occur in such and such a piece which 
they have learnt. Then papers may be set which 
will test not only the verbal, but also the intel- 
lectual knowledge of the poems. E.g.^ " State 
everything that you can make out from the poem 
itself about the burial of Sir John Moore." 
Sometimes a question that can be more briefly 
answered will test intelligence as successfully. 
Take for instance, Charlotte Smith's First Swal- 
low. In the first verse she writes — 
(38) 



USE OF WORDS. ;^^^ 

" The oaks are budding, and beneath, 
The hawthorn soon will bear the wreath. 
The silver wreath of May." 

I lately asked, " In what month was the poem 
written ? Give reasons for your answer," Al- 
most all the boys answered, "May, because the 
wreath of May is mentioned." But the more 
thoughtful said, " April, because the swallow 
had just come, and the hawthorn would soon 
have the wreath of May." 

Questions about the meaning and connection of 
different sentences are most important, because 
if the boys understand the words 
in connection, they cannot be al- 
together wrong about the meaning of the sepa- 
rate words. Besides, it is a great matter to 
make them attend to the thought expressed by 
the whole sentence. Everyone who has taught 
knows the tendency to disintegrate sentences, 
and give a meaning to words or clauses which 
the least thought of the context would prove to 
be untenable; as e.g., in the fearful case, lately 
mentioned by an inspector, of a boy's explaining 
"his native air" as "the 'air of his own 'ead." 
But it would be very good for all of us, young 
and old alike, if we had to give an account of 
the exact sense in which we use words. I have 
heard it said of a songstress that she had a nice 
voice, but her singing did not give pleasure, be- 
cause she was "seldom in the middle of the 
note." I am much mistaken if scrutiny would 
(39) 



334 HOW TO TRAIN THE MEMORY. 

not show that our words are often like the 
sounds produced by this lady, and that we are 
not in the middle of the meaning of them. The 
young are specially likely to form false associa- 
tions of words and meanings; as in the case of 
the boy who was asked the meaning of wholesale 
and replied that it meant retail. I recently set 
some words from the poetry my pupils had been 
learning, and they had to give the meaning, and 
also make a sentence for each with the word in 
it. The results were, in some cases, by no means 
creditable to the master; but I am far indeed 
from having attained my own ideal in this matter, 
or in any other. The word ^'' flank'' was by 
several said to mean the back. Some said a holster 
was a pistol, some that di peer was a man without 
an equal, and worst of all, not a few who had 
learnt the line 

" The sheen of their spears was like stars on the sea," 
thought that the sheen was the handle. I believe, 
we very few of us have any notion how small 
the working vocabulary of the young is; and the 
words outside this working vocabulary they will 
not trouble themselves to understand, unless 
their attention is specially called to them. For 
this reason, as well as others, we should make 
them thoroughly familiar with the exact mean- 
ing of all the words in their store of poetry, and 
we should take care that each word should sug- 
gest the line in which it occurs. A few minutes 
in the daily poetry lesson may be spent in ask' 
(40) 



USE OF WORDS, 335 

ing such questions with reference to poetry 
already stored as, "Where does the word 'co- 
horts' occur?" ''In what line is the 'Sea of 
Galilee ' mentioned ?" " In what way is a ' girth ' 
mentioned in The Ride to Aix .?" " What instance 
can you give of the use of the word ' bayonets ?' " 
I have gone into detail in this matter, because 
I thought that I could in this w^ay best show you 
how our theory or conception of our task will 
make itself felt in our practice-, i.e.^ in our method 
of working.* But these details are, in them- 

* I lately had a visit from a friend who is a schoolmaster, heartily 
interested in his profession. He wished to see my boys at work; 
and when he went into the school- room, he found them writing 
poetry from memory. Some of them were sitting biting their pens 
and quite aground. My friend went to these boys and asked, 
"Why do you stop ?" "I can't remember what comes next, sir." 
" How do you try to remember ?" This was a puzzling question. 
It seemed that some boys sat hopelessly trying to think of the next 
word, though with small prospect of doing so. Some kept saying 
the part they knew to themselves, in the hope that their mind 
would, so to speak, acquire velocity enough to carry them over the 
sticking-point. Others tried to think of the subject, and what was 
wanted to continue it at the point of difficulty. These investiga- 
tions proved very interesting to both of us, and I wondered very 
much that I had never made them before. My friend went on to 
inquire how the boys learnt their poetry. I had talked this matter 
over with them, and had, as far as precepts went, put them on what 
I considered the right way of learning; but I found from their 
answers, and from a letter I got each boy to write afterwards on 
the subject, that these boys though intelligent and no longer child- 
ren, made more use of the sound than of the sense in learning by 
heart. The natural divisions of the szibject were little thought of. 
We do not as a rule inquire as we should how the work is done; 
and, intent on examining results, we do not observe the process by 
which our pupils' minds have reached them. But if we would re- 
move our centre of interest from our own minds to the minds of 
(41) 



;^^6 HOW TO TRAIN THE MEMORY. 

selves, of very small importance. The great 
thing for us to bear in mind is that we are 
superintending the development of our children's 
powers, and must subordinate all details to this 
central truth. In ordinary school-life, when our 
energy and temper barely last out to the end of 
our day's work, we are too apt to lose sight of 
'' theory" altogether, and to content ourselves 
with a kind of " practice " which will hardly bear 
thinking of. We have, perhaps, a half-conscious- 
ness of this, and turn to what we consider neces- 
sary relaxation as soon as possible. But there 
is little chance of improvement, if we settle down 
into a routine of this kind. In my opinion, a 
teacher is wasting most valuable opportunities, 
if he or she does not carefully note down, in 
private, what the various school exercises ought 
to do; where they seem to fail; how they may 
be improved. These private notes are almost 
necessary to give a continuity to our efforts, as 
well as to hoard our experiences. If teachers 
were in the habit of rendering to themselves an 
account of their work, and keeping a written 
record for their own eyes only, much of the 
wretched parrot-learning of the shool-room 
would soon cease, and there would be far less 
danger than heretofore of what Mr. Brudenell 
Carter has too justly called f/ie artificial produc- 
tion of stupidity in schools. 

our pupils, and observe these at work, we should become better 
judges of results and should gain increased power of improving 
them. 

(42) 



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E. L. KELLOGG & CO., JSEW YORK AND CHICAGO. 



NEW BOOKS. 



TO be published by us in the fall of 1888. Copies of any of 
these books will be sent post-paid, if ordered before Sept. 
1, for two-thirds the retail price and delivered at once on issue. 

Welch's Talks on Psychology. 

Cloth, I61110, about 130 pp. Price, 50 cents. Ready August 1. 
Welch's Teachers' Psychology. 

Cloth, 16mo, about 335 pp. Price, $1.25. Ready about September 1. 

Both these are by A. S. Welch, President of the Agricultural College, 
at Ames, Iowa. We predict for them great popularity. 

Gardner's Town and Country School Buildings. 

Cloth, quarto, about 180 pp. Price, S2.00. Ready September 1. 

By the veteran architect and writer, Mr. E. C. Gardner, of Springfield, 
Mass. Contains about 35 designs of school-houses of all grades, but 
especially of country school-houses, in all about 100 illustrations, floor 
plans, etc. Send for circular containing full description, etc. 

Southwick's Quiz Book on Theory and Practice of Teaching. 

Cloth, 12mo, about 300 pp. Price, 75 cents. 

Mr. Southwick is well known as unexcelled in asking and answering 
questions. This is not only the cheapest, but the authorized copyright 
edition. 

Shaw and DonneH's School Devices, 

A new edition, revised and enlarged by 100 pages of entirely new 
material. Price, $1.35 ; to teachers, $1.00 ; by mail, 9 cents extra. Nearly 
ready. 

Dewey's How to Teach Manners in the School Room. 

Cloth, 16mo, 100 pp. Price, 50 cents. By Mrs. J. M. Dewey, of the 
Normal School at Rutland, Vt. 

Allen's Short History of Education. 

Cloth, 16mo, about 180 pp. Price, 75 cents. By Dr. Jerome ALiiEN, 
Associate Editor of the Journal and Institute ; author of " Mind 
Studies for Young Teachers." 

Balla'-d's Physical Education. 

By W. J. Ballard, Jamaica, L. I. , 

A concise manual of gymnastics for country schools, fully illustrated. 
Cloth, 16mo, 100 pp. Price, 50 cents. 

Busy Work Cards. Series I. 

A set of 13 cards, each containing a short lesson in language, writing, 
arithmetic, drawing, etc.. for employing children when nor, reciting. 
Ready September 1. In neat envelope. Title copyrighted. 

TEACHERS' MANUALS SERIES. 

f. Huntington's Unconscious Tuition. 
I. Hughes' How to Keep Order. 
An entirely new and original work, by the author of "Mistakes in 
Teaching." 

9. Quick's How to Train the Memory. 

Revised and rewritten b^ the author of " Educational Reformers." 

10. Hoffmann's Kindergarten Gifts. 
Paper. 16mo, about 50 pp. each. Price, 15 cents each. 



I: 



HELPS FOR TEACHERS. 




IJJR well known and popular periodicals for teachers are: 

The School Journal. 

WEEKLY: $2. 50 A YEAR. 

The Teachers' Institute 

^A'-Z> PRACTICAL TEACHER. 

MONTHLY; $1.25 A YEAR. 

AMOS M. KELLOGG and JEROME ALLEN, Editors. 



The object of these papers is to lift the work of teaching out of me- 
chanical routinism, and make the very name of o\ir profession synony- 
mous with intelligence and hon jr. In doing- this work tbey have been re- 
markably successful. The following have been among leading features : 
DISCUSSION OF FOUNDATION PRINCIPLES, 
THE BEST METHODS OF TEACHING, 

THE ADVANCEMENT OF THE TEACHER. 
Articles on the following subjects are constantly appearing : 

1 . Methods of Teaching. These will be transcripts or pen 
pictures of actual lessons ; not lessons written out by some theorist ; the 
best normal schools will be visited, as heretofore, for this purpose. 

2. Mind Study. This class of articles will be a great practical 
service. They will discuss just the questions that thousands are anx- 
iously asking to know, such as : the cultivation of Memory, Reasoning, 
Attention, Imagination, etc. 

3. Practical Lessons on Teaching Reading, Arithme- 
tic, Drawing, Geography, Spelling, Etc. These will be of 
prime importance ; few can yet teach Reading properly. 

4. Courses of Study. The bottom on this subject is by no 
means reached, 

5. Right Methods for Young Children. The Kinder- 
garten, the Primary Class. The younger the child the more 
need of skill. 

6. School Government. Helpful Suggestions on " How to 
Manage a School," will be fe;,iven. The papers have ever been strong on 
this point. 

7. Reproduction Exercises. Proper material will be fur- 
nished for the pupils to restate in their own language. 

8. Memorial Days. The birthdays of famous men wiU be antic- 
ipated, and materials furnished for celebrating them. 

9. The Reading Circle. This new departure now coming into 
prominence will receive much attention. 

1 O. Editorials. The editors (men of large experience and special 
fitness) will take a prominent part in every number. The steady mten- 
tion of the papers is to make an honest investigation to find the truth, 
and Infuse courage to apply it when found. 

The above outline is but a T)wri of the work the Journal and Insti- 
tute are doing. Sample copy free. Address, for free samples, 

E. L Kellogg &- Co,, Ed, Pubs,, 2^ Clinton PL, N,Y, 



HELPS FOR TEACBERS. 



T 



HE objects in view in publishing The 
School Journal and The Teachers' 
Institute and Practical Teacher, 

EDITED BY 

AMOS M. KELLOGG and JEROME ALLEN, 



2. 



To bring together in tlieir pages tl-ie most prac- 
tical help possible for the teacher in his ardu-^ 
ous school-room work. 

To have him teach in the light of the new ideas 
of the Nineteenth Century. 

To make him a better teacher to-day than yes- 
terday. 

HENCE: 

1A COEPS of able educators edit them — men successful 
• as teachers — ^trained as writers. 

THESE JOUENALS recognize the demand of the peo- 
ple for better teachers — a demand that must be met. 

3 THEY hold the firm beUef that there is progress in edu- 
• cation, and aim to advance the teacher in skill and 
power to fit himself to earn better pay. (This has been the 
result in thousands of cases.) 

4 THEY believe that the teachers of this country are only 
too anxious to do better work, and are earnestly ask- 
ing "HOW?" 

5 THEY believe that the scholar is advanced only as the 
• teacher is — by skillful instruction. These journals are 
really text-books of education. 

The price of the School Journal (weeTcly) is $2.50 ; 
of the Teachers' Institute (monthly) is $ 1 .25 per year. 
They will be found worth many times their price — in fact, 
they are indispensable. They each have an immense circula- 
tion, and the publishers are thus enabled to expend on them 
the large sums that are needful to make them the BEST that 
can be made in the Ught of to-day. Whatever other papers 
you may take, you cannot afford to be without either the 
Institute or Journal. 

E. I. Kellogg <Sr Co., Ed, Pubs.. 25 Clinton PL. N. Y. 



HELPS FOR TEACHERS. 



SPECIAL REASONS FOR SUBSCRIBING FOR 

THE SCHOOL JOURNAL 

OB 

TEACHERS' INSTITUTE 

^^r, PRACTICAL TEACHER. 

THERE are the strongest reasons why every teacher should read 
an educational paper— the poorest is worth more than its price. 
But there are many special reasons why he should read the 
School JouBNAii, or Tea.chebs' Institute and Practical 
Teacher. Read a few of them. 

IThey are the recognized exponents of the application of educa- 
■ tional principles in teaching, thus making Teaching a Science. 
By insisting on this, an immense advance has been made. As ours is 
really a New Republic since the war, so in education, a new era is upon 
us. The fogies deny it, but it is useless ; old things are passing away. 

2 These papers have been the prime causes of the great rbovement 
■ that is sweeping over this country. They have been assailed by 
the routinists and school-room mechanics, but in spite of opposition 
they have inaugiu^ated brighter days for the ten millions of children in 
America. The new ideas are bound to penetrate every school-room in 
the land. When the history of the "New Education" is written, the 
services of these papers will be recognized. 

3 They are made to be positive, practical helps to the teacher in the 
■ school-room. They are intended, if he can read ten minutes 
in them before school, to enable him to teach better all day long. They 
are not a collection of theories and essays, but contain methods and 
principles of teaching. More than this, they will fit their readers for 
more remunerative places ; they have doubled the salaries of many 
teachers. 

4 These papers are full of ideas ; not only do they give methods, but 
■ they breathe suggestiveness of better things for the children in 
every line. They are living things, and make teachers live. 

5 The editors are trained men ; they have worked long and success- 
■ fully in the school-room ; they have been principals of normal 
schools, and instructors in teachers' institutes. They know what they 
are talking about when they write for teachers. 

6 The staff of writers assisting the editors are the successful teachers 
■ and educational thinkers of the country. The leading normal 
schools report their methods of teaching. Whoever can throw light on 
the subject of education is sought for. 

7 They are full of skilled brain- work bearing on teaching; not of 
■ cold, theoretical essays, nor of pieces scissored out of other 
journals. 

8 The educational movements of the times are fully portrayed. The 
5 reader sees what " is going on ; " he can mark the marching on 
of the educational column. 

9 The papers are very cheap. The School Journal comes weekly, 
■ and you get 800 pages of most valuable material in a year, equal 
to five ordinary volumes of 400 pages each, all for S3.50. 'Ihe Insti- 
tute has twelve nunibers each year — equal to two ordinary volumes of 
500 pages each ; all for $1.^5. 



SEND ALL ORDEBS TO 'J 

PJ. L. KELLOGG & CO., S5 CLINTON PLACE, N. F. 

, ^ Finally the Journal outranks all weeklies, and the Institute 
^^» all monthlies, in circulation. (Note that the publishers give 
them more advertising patronage, and at higher figures, than any other 
educationals— a pretty sure indication of the importance of the papers ; 
chey know they reach the live teachers of the country.) 

The Journal is the oldest educational weekly in the world— (start- 
ed in 1870)— and was felt to be of so much value, that the Board of 
Education of New York City supplied it to the teachers, free, for sev- 
eral years. 

It is published at the great metropolis of the Western Continent, 
where the best and freshest thought on all subjects finds expression. 

No matter what other educational paper or papers you are taking, 
even if a dozen, you will need either the Journal or Institute. Each 
is an apparatus that adds to the power of the teacher in the school-room 
as a sewing machine or steam engine adds power to its owner. 

WHAT SUBSCRIBERS SAY. 
The School Jouenal and the Teachees' Institute have each 
a vital relation to the work of the teacher. They have called 
forth inmiraerable expressions of esteem ; there is but room for 
a few out of the vast number of earnest testimonials. These 
are from those holding the highest positions in the land. 

From Col. F. W. Parker : New York School Journal for 

" The deep and heartfelt inter- several years, and I regard it as a 
est I have in your papers is owing most valuable help to teachers in 
ix) the fact that you have done their work. Its increased use in the 
and are doing pioneer work for county the past year, increased the 
better education, and that work usefulness of those reading it." 
is having an immense influence for 
good all over this continent. The 
inspiration given by your columns 
is that there is something far bet- 
ter for the children than what we 
now have; that, if there is not a 
"New Education," there is a true 
education by no means yet fully 
applied. Everywhere I go I hear 
on all sides unstinted praise of the 
Journal and Institute, and the 
praise comes from teachers who 
believe in progress. My heart is 
with you in this glorious work." 
From Luther Hill, County Supt. 

Sussex Co., N.J.: 

"I have been a reader of the 



BRIEF WORDS.-" I think 
the Institute by far ihe best edu- 
cational paper I ever saw." " I owe 
my success as a teacher to the In- 
stitute." " I could not do with- 
out it, no matter what it cost.' ' "I 
find I cannot get along without it, 
even if I have other educational 
papers." " I have taught for 20 
years, but have learned more in 
one year from the Institute than 
in all that 20 years," "Every 
teacher that desires to live with 
hving educators will find the In- 
stitute the paper for him," 

Tf there were room, 1,000 testimonials of the practical value of 
these papers could be given. The above are samples. They 
show the papers are fitted to aid the teacher to higher useful- 
ness and skill. 

E. L. Kellogg &- Co., Ed, Pubs., 25 Clinton PL, N. Y. 



SEND ALL ORDERS TO 

E. L. KELLOGG & CO., NEW YORK AND CHICAGO. 

ARE you intending to purchase any books for your 
School Library ? If so, do you know that we sup 
ply these as well as teachers' books at a large dis- 
count? We keep a large stock on hand of the most care- 
fully selected books. Our list of 1,000 will be sent to 
any address on application. During the past year we 
have furnished a large number of schools with books, 
and have yet to learn of the slightest dissatisfaction. 
The advantages of dealing with us are : 

1. The best possible selection of books to choose from. 

2. A classified catalogue to aid in selection. 

3. The lowest possible prices for cash. 

4. Large stock and prompt shipment. 
Correspondence invited. Send for list of our prices. 



LIVE, energetic teachers will find congenial and 
^ profitable work on our publications. Several such 
now in our employ are earning much more than 
at teaching. We offer liberal terms to agents of ability 
who mean business, to represent 

The School Journal; 

The Teachers' Institute; 

Treasure-Trove ; 

The National Question Book; 

and our large list of Teachers' Books. 

Opportunities to work occur at every county institute, 
teachers' meeting, or a personal canvass may be made 
from school to school. Send for terms and sample 
copies, but don't bother us unless you mean business. 



Books for Teachers. 



-INDUSTRIAL. 
tDUCATlON= 



Loves Industrial Education, 

Industrial Education ; a guide to Manual Training. By 
Samuel G. Love, principal of the Jamestown, (N. Y.) 
public schools. Cloth, 12nio, 330 pp. with 40 full-page 
plates containing nearly 400 figures. Price, $1.75 ; to 
teachers, $1.40 ; by mail, 12 cents extra. 
1. Industrial Education not understood. Probably the only 
man who has wrought out the problem in a practical way is 
g^ Samuel G. Love, the superin- 
tendent of the Jamestown (N. 
Y.) schools. Mr. Love has now 
about 2,400 children in the 
primary, advanced, and high 
schools under his charge ; he 
is assisted by fifty teachers, so 
that an admirable opportunity 
was offered. In 1874 (about 
fourteen years ago) Mr. Love 
began his experiment ; gradu- 
ally he introduced one occu- 
pation, and then another, iiatil 
at last nearly all the pupils are 
following some form of educat- 
ing work. 

2. Why it is demanded. The 
reasons for introducing it are 
clearly stated by Mr. Love. It 
was done because the educa-' 
tion of the books left the pu-, 
pils unfitted to meet the prac. 
tical problems the world asks them to solve. The world does 
not have a field ready for the student in book-lore. The state- 
ments of Mr. Love should be carefully read. 

3. It is an educational book. Aiiy one' can give some 
formal work to girls and boys. What has been needed has 
been some one who could find out what is suited to the little 
child who is in the " First Reader," to the one who is in the 
"Second Reader," and so on. It must be remembered the 
effort is not to make carpenters, and type-setters, and dress- 
makers of boys and girls, but to educate them by these occujpor 
tions better than without them. 




LOVE' 



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2 E. L. KELLOGG <& CO.. NEW YORK & CHICAGO. 

4. It tells the teacher just what to do. Every teacher should 
put some form of Manual Training into his school. At pres- 
ent the only ones are Gymnastics, Writing, and Drawing. 
But there are, it is estimated, more than thirty forms of 
Industrial Work that may be made educative. The teacher 
who studies this book will want to try some of these forms. 
He will find light on the subject. 

5. It must he noted that a demand now exists for men and 
women to give Industrial Training. Those teachers who are 
wise will begin now to study this important subject. The 
city of New York has decided to introduce it into its schools, 
where 140,000 pupils are gathered. It is a mighty undertak- 
ing, but it will succeed. The people see the need of a differ- 
ent education than that given by the books. Book education 
is faulty, partial, incomplete. But where are the men and 
women to come from who can give instruction ? Those who 
read this book and set to work to introduce its methods into 
their schools will be fitting themselves for higher positions. 

The Lutheran Observer says :— " This volume on Manual Teaching 
ought to be speedily introduced into all the public schools. It is admir- 
ably adapted for its purpose and we recommend it to teachers every- 
where." 

The Nashville American says :— " This is a practical volume. It 
embodies the results of many years of trial in a search after those 
occupations that will educate in the true sense of the word. It is not a 
work dealing in theories or abstractions, but in methods and details, 
such as will help the teacher or parent selecting occupations for chil- 
dren." 

West Virginia School Journal.—" It shows what can be done by a 
resolute and spirited teacher." 

Burlington Free Press. — "An excellent hand book." 

Prin. Sherman Williams, Glens Falls, N. Y.— "I am sure it will 
greatly aid the solution of this difficult problem." 

Prof. Edward Brooks, Late Principal Millersburg, (Pa.) Normal 
School.—" It is a much needed work ; is the best book I have seen." 

Supt. S. T. Button, New Haven.— "The book is proof that some 
practical results have been reached and is full of promise for the 
future. 

Supt. John E. Bodley, Minneapolis.— " I know of no one more com- 
petent to tell other superintendents and teachers how to introduce Man- 
ual Training than Prof. Love." 

Oil City Blizzard.—" The system he has marked out must be a good 
one, or he would never have allowed it to go out." 

Buffalo Times.—" Teachers are looking into this subject and this will 
help them." 

""oston Advertiser.— " A plain unvarnished explanation." 

Jamestown, N. Y. Evening Journal.— " In the hands of an intelligent 
teacher cannot fail to yield satisfactory results." 



SEND ALL ORDERS TO 

E. L. KELLOGG & CO., NEW YORK <& CHICAGO. 3 

Curries Early Education, 

*' The Principles and Practice of Early and Infant School 
Education." By James Currie, A. M., Prin. Church of 
Scotland Training College, Edinburgh. Author of 
*' Common School Education," etc. With an introduction 
by Clarence E. Meleney, A. M., Supt. Schools, Paterson, 
N. J. Bound in blue cloth, gold, 16mo, 290 pp. Price, 
$1.25 ; to teachers, $i oo ; by mail, 8 cents extra. 

WHY THIS BOOK IS VALUABLE. 

1. Pestalozzi gave New England its educational supremacy. 
The Pestalozzian wave struck this country more than forty 

years ago, and produced a mighty shock. It set New Eng- 
land to thinking. Horace Mann became eloquent to help on 
the change, and went up and down Massachusetts, urging in 
earnest tones the change proposed by the Swiss educator. 
What gave New England its educational supremacy was its 
reception of Pestalozzi's doctrines. Page, Philbrick, Barnard 
were all his disciples. 

2. It is the work of one of the best expounders of Pes- 
talozzi. 

Forty years ago there was an upheaval in education. Pes- 
talozzi's words were acting like yeast upon educators ; thou- 
sands had been to visit his schools at Yverdun, and on their 
return to their own lands had reported the wonderful scenes 
they had witnessed. Eev. James Currie comprehended the 
movement, and sought to introduce it. Grasping the ideas of 
this great teacher, he spread them in Scotland ; but that 
country was not elastic and receptive. Still, Mr. Currie's 
presentation of them wrought a great change, and he is to be 
reckoned as the most powerful exponent of the new ideas in 
Scotland. Hence this book, which contains them, must be 
considered as a treasure by the educator. 

3. This volume is really a Manual of Principles of Teaching. 
It exhibits enough of the principles to make the teacher 

intelligent in her practice. Most manuals give details, but no 
foundation principles. The first part lays a psychological 
basis — the only one there is for the teacher ; and this is done 
in a simple and concise way. He declares emphatically that 
teaching cannot be learned empirically. That is, that one can- 
not watch a teacher and see how he does it, and then, imitat- 
ing, claim to be a teacher. The principles must be learned. 

4. It is a Manual of Practice in Teaching. 



SEND Alilj ORDERS TO 

4 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 

It discusses the subjects of Number, Object Lessons, Color, 
Form, Geography, Singing, and Reading in a most intelligent 
manner. There is a world of valuable suggestions here for 
the teacher. 

5. It points out the characteristics of Lesson-Giving— or 
Good Teaching. 

The language of the teacher, the tone of voice, the question- 
ing needed, the sympathy with the class, the cheerfulness 
needed, the patience, the self-possession, the animation, the 
decorum, the discipline, are all discussed, This latter term is 
defined, and it needs to be, for most teachers use it to cover 
all reasons for doing— it is for " discipline " they do every- 
thing. 

6. It discusses the motives to be used in teaching. 

Any one who can throw light here will be listened to ; Mr. 
Currie has done this admirably. He puts (I) Activity, (2) 
Love, (3) Social Relation, as the three main motives. Rewards 
and Punishments, Bribery, etc., are here well treated. The 
author was evidently a man " ahead of his times ;" every- 
where we see the spirit of a humane man ; he is a lover of 
children, a student of childhood, a deep thinker on subjects 
that seem very easy to the pretentious pedagogue. 

7. The book has an admirable introduction, 

By Supt. Meleney, of Paterson, N. J., a disciple of the New 
Education, and one of the most promising of the new style of 
educators that are coming to the front in these days. Taking 
it all together, it is a volume that well deserves wonderful 
popularity. 

Adopted by the Chautauqua Teachers' Reading Union. 

Philadelphia Teacher.—" It is a volume that every primary teacher 
should study." 

Boston Common School Education.—" It will prove a great boon to 
thousands of earnest teachers." 

Virginia Educational Journal.—" Mr. Currie has long been esteemed 
by educators." 

Central School Journal.— " Books like this cannot but hasten the 
day for a better valuation of childhood." 

North Carolina School Teacher.—" An interesting and timely book." 



FOR READING CIRCLES. 

" Payne's Lectures " is pre-eminently the book for Reading 
Circles. It has already been adopted by the New York, Ohio, 
Philadelphia, New Jersey, Illinois, Colorado, and Chautauqua 
Circles, besides many in counties and cities. Remember that 
our edition is far superior to any other published^ 



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E. L. KELLOGG & CO., NEW YORK & CHICAGO. 



Sbaw's Rational Question Book 

'* The National Question Book." A graded course of study 
for those preparing to teach. By Edward E. Shaw, Prin- 
cipal of the High School, Yonkers, N. Y.; author of 
" School Devices," etc. Bound in durable English buckram 
cloth, with beautiful side-stamp. 12mo, 350 pp. Price, 
$1.5 J ; net to teachers, postpaid. 

This work contains 6,000 Questions and Answers on 22 
Different Branches of Study. 

ITS DISTINGUISHING FEATURES. 

1. It aims to make the teacher a better teacher. 

*' How to Make Teaching a Profession" has challenged the 
attention of the wisest teacher. It is plain that to accomplish 
this the teacher must pass from the stage of a knowledge of 
the rudiments, to the stage of somewhat extensive acquire- 
ment. There are steps in tliis movement ; if a teacher will 
take the first and see what the next is, he will probably go on 
to the next, and so on. One of the reasons why there has 
been no movement forward by those who have made this first 
step, is that there was nothing marked out as a second step. 

2. This book wiU show the teacher how to go forward. 

In the preface the course of 

study usually pursued in our 
best normal schools is given. 
This proposes four grades; 
third, second, first, and profes- 
sional. Then, questions are 
given appropriate for each of 
these grades. Answers follow 
each section. A teacher will 
use the book somewhat as fol- 
lows : — If he is in the third 
grade he wiU put the questions 
found in this book concerning 
numbers, geography, history, 
grammar, orthography, and 
theory and practice of teaching 
to himself and get out the 
answer. Having done this he 
will go on to the other grades 
in a similar manner. In this 
way he will know as to his fit- 
ness to pass an examination for 




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6 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 

these grades. The selection of questions is a good one. 

3. It proposes questions concerning teaching itself. 

The need of studying the Art of Teaching is becoming more 
and more apparent. There are questions that will prove very- 
suggestive and valuable on the Theory and Practice of Educa- 
tion. 

4. It is a general review of the common school and higher 
studies. 

Each department of questions is followed by department of 
answers on same subject, each question being numbered, and 
answer having corresponding number. 

Arithmetic, 3d grade. English Literature, Ist grade. 

Geography, 2d and 3d grade. Natural Philosophy, " 

U. S, History, 2d and 3d grade. Algebra, professional grade. 

Grammar, 1st, 2d, and 3d grade. General History, profess, grade. 

Orthography and Orthoepy,3d grade. Geometry, " " 

Theory and Practice of Teaching, Latin, " " 

1st, 2d, and 3d grade. Zoology, " " 

Rhetoric and Composition, 2d grade, Astronomy, " " 

Physiology, 1st and 2d grade. Botany, " " 

Bookkeeping, 1st and 2d grade. Physics, " " 

Civil Government, 1st and 2d grade. Chemistry, " " 

Physical Geography, 1st grade. Geology, " " 

5. It is carefully graded into grades corresponding to those 
into which teachers are usually classed. 

It is important for a teacher to know what are appropriate 
questions to ask a third grade teacher, for example. Exam- 
iners of teachers, too, need to know what are appropriate 
questions. In fact, to put the examination of the teacher into 
a proper system is most important. 

6. Again, this book broadens the field, and wiU advance 
education. The second grade teacher, for example, is exam- 
ined in rhetoric and composition, physiology, book-keeping, 
and civil government, subjects usually omitted. The teacher 
who follows this book faithfully will become as near as possi- 
ble a normal school graduate. It is really a contribution to 
pedagogic progress. It points out to the teacher a road to 
professional fitness. 

7. It is a useful reference work for every teacher and priv- 
ate hbrary. 

Every teacher needs a book to turn to for questions, for 
example, a history class. Time is precious ; he gives a pupil 
the book saying, " Write five of those questions on the black- 
board ; the class ma^ bring in answers to-mprrow." A book, 



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K L. KELLOGG & CO. , NEW YORK & CHICAGO. 7 

made on the broad principles this is, has numerous uses. 

8. Examiners of teachers will find it especially valuable. 
It represents the standard required in New York and the East 
generally for third, second, first, and state diploma grades. 
It will tend to make a uniform standard throughout the 
United States. 

WHAT IS SAID OF IT. 

A Great Help.— "It seems to be well adapted to the purposes lor 
which it is prepared. It wiU undoubtedly be a great help to many- 
teachers who are preparing to pass an examination."— E. A. GtASTman, 
Supt. Schools, Decatur, HI. 

Very Suggestive.— " I consider it very suggestive. As a book for 
class-room use it can serve a very important object by this suggestive- 
ness, which is the peculiar quality of the book. Many of the questions 
suggest others to the teacher, and thus open her mind to new aspects of 
the book she is teaching. Such questions aid pupils in looking up mat- 
ter which they have previously acquired, and yet supply the charm of 
novelty."— B. C. Gregory, Secretary of N. J. Reading Circle. 

Helpful to Young Teachers.—" It will prove a helpful book to young 
teachers who wish to review the studies which it treats."— T. M. Bal- 
LiET, Supt. Schools, Springfield, Mass. 

Well Fitted for its Purpose.—" I find it well fitted for its purpose in 
testing the acquaintance of students with the principles that govern the 
several departments of science and their application to special cases. I 
can see how a teacher can make good use of this book in his classes."— 
D. L. KiEHiiE, Supt, of Public Instruction, St. Paul, Minn, 

Without a Peer.—" It is without a peer."— J. M. Greenwood, Supt. 
Schools, Kansas City, Mo. 

Best for its Price.— "It is the best book for its price that I ever pur- 
chased,"— Miss Eva Quigley, teacher at La Porte, Cal, 

Best of the Kind.—" It is decidedly the best book of the kind I ever 
examined,"— D. G. Williams, Ex-Co. Supt. York County, Pa, 

Will Furnish Valuable Ideas.— "It presents a larger variety than 
usual of solid questions. Will repay very largely all efforts put forth 
by examiners and examined, and lead to better work in the several 
branches. The questions have been carefully studied. They are the 
result of thoughtful experience, and will furnish valuable ideas."— Chas. 
Jacobus, Supt. Schools, New Brunswick, N, J. 

J. H. Hoose, Prin. of the Cortland (N, T,) Normal School, says :— " It 
will be helpful to those persons who cannot enjoy an attendence upon 
courses of study in some good school," 

Hon. B. Or. Northrup, of Connecticut, says :— " It is at once concise 
and comprehensive, silmu ati g and instructive. These questions seem 
to show the young teacher what he d -es not Unow and ought to know, 
and facilitates the acquisition of the desired knowledge," 

School Education (Minn.) says :— " Many a young teacher of good 
mind, whose opportunities have been meagre, and who does not yet 
know how to study effectively in a scientific spirit, may be stimulated 
to look up points, and to genuine progress in self -improvement by such 
a book as this. The questions are systematically arranged, worded with 
judgment, and are accompanied by numerous analyses of various sub- 
jects," 



feEND ALL ORDiBRS TO 

8 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 

The Journal of Education, (Boston) says:— "Its aim is to improve 
teachers to know and do better work through improvement. It is a 
good book to have on any teacher's desk— one that can be used quickly 
to help a teacher over any tight place. In an examination of several 
hundred questions we are impressed with the correctness, clearness, and 
conciseness of the author." 

The Indiana School Journal, says :— " This is one of the best books of 
its class we have seen. It is carefully graded, and if properly used will 
be a valuable aid for teachers. Question Books, when used as an aid in 
reviews, in adding supplementary and test questions, are helpful and to 
be commended." 

Common School Education, says :— " Those who wish to advance in 
knowledge and ability will do well to possess the ' National Question 
Book.' " 

The Western School Journal, says:—" The 'National Question Book' 
presents questions of common sense character, and answers them in 
such clear and concise terms as should distinguish the examination 
papers of our teachers and pupils. It is far ahead of anything of the 
kind we have yet seen." 

The Educational News, (Phila.) says:— "The 'National Question 
Book ' will prove a valuable help to teachers in preparing their ques- 
tions for either examination or review. The questions are judiciously 
selected and searchmg in their character. The book is prepared by a 
progressive, practical teacher, and ought to meet with much favor." 

The National Educator (Pa.) says :— " Every teacher in the United 
States should have a copy of the book." 

The Educational Courant (Ky.) says :— " The book is an excellent one, 
and covers a wide range. For review the teachers and pupils wiU find 
it convenient, the former especially so." 

The Mich. School Moderator, says :— " The ' National Question Book ' 
is more than a mere question and answer book. It seeks to guide to 
correct pedagogical principles." 

The School Herald (Chicago) says :— " This volume is really a contrib- 
ution to educational progress. It is a question book and a good deal 
more. It points out to the teacher a road to professional fitness. If 
the volume were a question book and nothing more, it would deserve 
well, for it has superior merits as a question book." 

The Journal of Education (La.) says :— "Is full of useful information, 
logically arranged, and the plan unfolded with good judgment. A 
course of study is proposed, such as is followed in our best normal 
schools." 

Canada School Journal, says :— " The proper use of these questions 
and answers will be of service to the student preparing to teach, and 
the teacher in his daily work. The questions seem well selected and the 
answers clear and explicit " 

AGENTS WANTED. 

Thousands of copies of this useful book have been sold by- 
agents in all parts of the country. One live teacher in 
Michigan has sold nearly 800 copies in five months. At out 
liberal terms, there need not be the slightest doubt of success. 
Write for terms and territory. 



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Taynes Lectures on the Science and 

Art of Education. Reading Circle Edition. By Joseph 
Payne, the first Professor of the Science and Art of Edu- 
cation in the College of Preceptors, London, England. 
With portrait. 16mo, 350 pp., English cloth, with gold 
back stamp. Price, $1.00 ; to teachers, 80 cents ; by mail, 
7 cents extra. Elegant new edition from new plates. 

Teachers who are seeking to 
know the principles of education 
will find them clearly set forth in 
this volume. It must be remem- 
bered that principles are the basis 
upon which all methods of teach- 
ing must be founded. So valu- 
able is this book that if a teacher 
were to decide to own but three 
works on education, this would 
be one of them. This edition 
contains all of Mr. Payne's writ- 
ings that are in any other Ameri- 
can abridged edition, and is the 
only one with his portrait. It is 
far superior to any other edition 
pubhshed. 
Joseph Patne. 

WHY THIS Edition is the best. 

(1.) The side-titles. These give the contents of tiie page. 
(3.) The analysis of each lecture, with reference to the educa- 
tional points in it. (3.) The general analysis pointing out the 
three great principles found at the beginning. (4.) The index, 
where, under such heads as Teaching, Education, The Child, 
the important utterances of Mr. Payne are set forth. (5.) 
Its handy shape, large type, fine paper, and press-work and 
tasteful binding. All of these features make this a most val- 
uable book. To obtain aU these features in one edition, it 
was found necessary to get out this new edition. 

Ohio Educational Monthly.— "It does not deal with shadowy theories: 
it is intensely practical." 

Philadelphia Educational News.— "Ought to be in library of every 
progressive teacher." 

Educational Courant.- " To know how to teach, more i^ needed than 
a knowledge of the branches taught. This is especially valuable." 

Pennsylvania Journal of Education.—" Will be of practical value to 
Normal Schools and Institutes." 




SEND ALIi ORDERS TO 

10 K L. KELLOGG & CO., NEW YORK & CHICAGO. 

"West Virginia School Journal.—" Especially pleased with the appear- 
ance of this volume." 

Educational Courant.— " Deals with principles rather than methods." 

Albany Evening Journal.— "Teachers who are seeking the principles 
of education will tind them set forth here." 

American Journal of Education.—" Ought to be read by the school 
officers of every district." 

Philadelphia Teacher.—" By following which the teacher may become 
successful." 

Supt. J. M. Greenwood, Kansas City. -"I regard Payne as the 
Horace Mann of England. I wish 200,000 copies could be put into the 
hands of teachers." 

Col. F. W. Parker.—" One of the books I recommend all my pupils to 
buy, read, and study. I use it in my Professional Training Class as a 
text-book." 

W. W. Speer, Cook Co. Normal School. 111.— " I was instrumental in 
distributing several hundred of these lectures while Supt. of Mar- 
shall, County, Iowa. 

A. J. Rickoff, Late Supt. of Yonkers Schools,— " These lectures 
squarely advocate the best and most advanced doctrines of education. 
You have placed the teachers under obligation by publishing them." 

Jas. McAllister, Supt. Philadelphia Public Schools.— "I consider it 
as one of the most valuable books on education." 

D. L. Keihle, Sunt, of Schools, Minnesota.—" One of the best books 
on the Science of Education." 

Tennessee Journal of Education.—" This firm is doing a grand thing 
in publishing this book." 

Canada Educational Monthly.—" No teacher who aims to be pro- 
gressive should fail to master its contents." 

Normal Advocate.—" Should be in the hands of every one who pre- 
sumes to aid in shaping an immortal mind." 

Philadelphia Ledger.—" A volume worth its weight in certificates to 
any teacher," 

Boston Journal of Education.—" Mr. Payne ranks among the best 
educators of modern times and the work should be in the library of 
every teacher." 

Boston Advertiser.—" Those who would like to see a change in our 
mechanical method, will welcome this book." 

Springfield Republican.— " Will prove a valuable addition to the 
library of progressive teachers." 

Independent.—" The new method is more clearly stated in this volume 
than in any other volume of equal compass." 



FOR READING CIRCLES. 

'' Payne's Lectures " is pre-eminently the book for Reading 
Circles. It has already been adopted by the New York, Ohio, 
Philadelphia, Nev7 Jersey, Illinois, Colorado, and Chautauqua 
Circles, besides many in counties and cities. Remember that 
our edition is far superior to any other published. 



SEND AIAj orders TO 

K L, KELLOGG & CO., NEW YORK & CHICAGO. 11 

Shaw and 'DonneWs School T>evices, 

** School Devices." A book of ways and suggestions for 
teachers. By Edward R. Shaw and Webb Donnell, of the 
High School at Yonkers, N. Y. Illustrated. Dark-blue 
cloth binding, gold, 16mo, 224 pp. Price, $1.25 ; to teach- 
ers, $1.00 ; by mail, 9 cents extra. 
^"A BOOK OF "WAYS" FOR TEACHERS-^^ 
Teaching is an art ; there are " ways to do it." This book 
is made to point out " ways," and to help by suggestions. 

1. It gives " ways " for teaching Language, Grammar, Read- 
ing, Spelling, Geography, etc. These are in many cases 
novel ; they are designed to help attract the attention of the 
pupil. 

2. The " ways " given are not the questionable " ways " so 
often seen practiced in school-rooms, but are in accord with 
the spirit of modern educational ideas. 

3. This book will afford practical assistance to teachers who 
wish to keep their work from degenerating into mere routine. 
It gives them, in convenient form for constant use at the 
desk, a multitude of new ways in which to present old truths. 
The great enemy of the teacher is want of interest. Their 
methods do not attract attention. There is no teaching 
unless there is attention. The teacher is too apt to think 
there is but one " way" of teaching spelling ; he thus falls 
into a rut. Now there are many " ways " of teaching spell- 
ing, and some " ways " are better than others. Variety must 
exist in the school-room ; the authors of this volume deserve 
the thanks of the teachers for pointing out methods of obtain- 
ing variety without sacrificing the great end sought — scholar- 
ship. New "ways" induce greater effort, and renewal of 
activity. 

4. The book gives the result of large actual experience in 
the school-room, and will meet the needs of thousands of 
teachers, by placing at their command that for which visits 
to other schools are made, institutes and associations 
attended, viz., new ideas and fresh and forceful ways of 
teaching. The devices given under Drawing and Physiology 
are of an eminently practical nature, and cannot" fail to 
invest these subjects with new interest. The attempt has 
been made to present only devices of a practical character. 

5. The book suggests " ways " to make teaching effective ; it 
is not simply a book of new " ways," but of " ways " that wlU 
produce good results. 



IS iJ. L. KELLOGG & CO., NEW YORK & CHICAGO. 

WHAT IT CONTAINS. 

" "Ways " of teaching- Lang-aage— Geography— Spelling— Reading— 
A.rithmetic — History — Physiology — Drawing— Penmanship—Personal 
Suggestions— School-Room Suggestions— Outside the School-Room— 
Seat Work. The first chapter on Language contains : A Way to Prepare 
Pictures for Young Pupils— Supplying the Proper Word— A Language 
Lesson— Weekly Plan of Language Work for Lower Grammar Grades- 
Writing Ordinals— Correcting Bad English— For Beginners in Composi- 
tion—Word Developing— An Easy Exercise in Composition— Composi- 
tion from Pictures— Plan for Oral Composition— Debating Exercises- 
Language Drill in every Lesson— Letter Writing— Matter for Letters - 
Forms for Business Letters— Papers Written from Recitation Notes- 
Equivalent Forms of Expression— Devices for U^e of Capitals— Excerpts 
to Write Out from Memory— Regular Plan in Composition Writing— To 
Exercise the Imagination— Suggestions about Local Subjects for Com- 

Sositious— A Letter Written upon the Blackboard by all the Class— 
hoice of Words— Order of Criticism— A Plan for Rapid Correction of 
Compositions— To File and Hold Essays— Assigning a Subject for a Com- 
position— Character Sketches— Hlustrative Syntax— A Talk on Language 
—A Grammar Lesson, Device for Building up the Conjugation of the 
Verb— The Infinitive Mood— Shall and Will— Matter for a Talk on Words 
—Surnames. 

At the end of the volume is inserted a careful selection of Bible Read- 
ings for every school day of the year, with the pronunciation of difli- 
cult words— a provision that will be appreciated by those who are 
obliged to hunt each morning for a proper selection for school devo- 
tions. 

Mr. E. R. Shaw, of the Yonkers High School, is well 
known, and Mr. Webb Donnell, of the East Machias (Me.) 
Academy, is a teacher of fine promise ; they have put together 
a great variety of suggestions that cannot fail to be of real 
service. 

Home and School.—" Is just the book for every teacher who wishes 
to be a better teacher." 

Educational Journal.—" It contains many valuable hints," 

Boston Journal of Education.—" It is the most humane, instructive, 
original educational work we have read in many a day." 

Wis. Journal of Education.—" Commends itself at once by the num- 
ber of ingenious devices for securing order, industry, and interest." 

Iowa Central School Journal.—" Teachers wiU find it a helpful and 
suggestive book." 

Canada Educational Monthly.—" Valuable advice and useful sugges- 
tions." 

Normal Teacher.—" The author believes the way to manage is to civ- 
ilize, cultivate, and refine." 

School Moderator.— " Contains a large amount of valuable rea(iing. 
School government is admirably presented." 

Progressive Teacher.—" Should occupy an honored place in every 
teacher's library."' 

Ed. Courant.— " It will help the teacher greatly." 

Va. Ed. Journal.—" The author draws from a large exi)erience." 

Country and Village Schools —" Cannot fail to be serviceable." 



SEND Alili OBDimS TO 

E. L. KELLOGG & CO., NEW YORK & CHICAGO. 13 

Parkers Talks on Teaching, 

Notes of " lalks on Teaching" given by Col. Francis "W. 
Parker (formerly Superintendent of schools of Quincy, 
Mass.), before the Martha's Vineyard Institute, Summer 
of 1882. Eeported by Lelia E. Patridge. Square 16mo, 
5x6 1-3 inches, 192 pp., laid paper, English cloth. Price, 
$1.25 ; to teachers, |l.00 ; by mail, 9 cents extra. 
The methods of teaching employed in the schools of Quincy, 
Mass. , were seen to be the methods of nature. As they were 
copied and explained, they awoke a great desire on the part 
of those who could not visit the schools to know the underly- 
ing principles. In other words, Colonel Parker was asked to 
explain why he had his teachers teach thus. In the summer 
of 1882, in response to requests. Colonel Parker gave a course 
of lectures before the Martha's Vineyard Institute, and these 
were reported by Miss Patridge, and published in this book. 

The book became famous ; 
more copies were sold of it in 
the same time than of any 
other educational book what- 
ever. The daily papers, which 
usually pass by such books 
with a mere mention, devoted 
columns to reviews of it. 
The following points wiU 
^_ show why the teacher will 
•^%^^^Srf^^^^^^8L_-^i" want this book. 

1. It explains the " New 
Methods." There is a wide 
gulf between the new and the 
old education. Even school 
boards understand this. 

2. It gives the underlying 
principles of education. For it 

must be remembered that Col. Parker is not expounding his 
methods, but the methods of nature. 

_ 3. It gives the ideas of a man who is evidently an ** educa- 
tional genius," a man born to understand and expound educa- 
tion. We have few such ; they are worth everything to the 
human race. 

4. It gives a biography of Col. Parker. This wiU help the 
teacher of education to comprehend the man and his motives. 

5. It has been adopted by nearly every State Reading Circle. 




SEND ALIj orders TO 

14 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 

The Indiana State Reading Circle alone have ordered 1500 
copies. Besides this, many County Eeading Circles have 
adopted it. 

6. The new methods placed "the Quincy schools from 
twelve to twenty-five per cent, above the average of the towns 
in the same county." (This county is Norfolk — the one that 
Boston is in.) This is the statement of George A. Walton, of 
the Massachusetts Board of Education. 

7. The Quincy methods (according to Mr. George A. Wal- 
ton) are adopted wherever they are known, and where the 
teachers have the skill and permission to employ them. 

8. This book has created more interest in Europe than any 
other American book on education. 

Normal Teaclier. (Ind.)— " Probably no volume will attract the atten- 
tion of the teachers of this country so much as this." 

Journal of Education (Va.)—" No teacher can read it without receiv- 
ing fresh ideas." 

The New England Journal of Education (July 12, '83), published 
a page criticism by Prof. Payne. When this met the eyo of Rev. A. D. 
Moyes, one of the editors, he wrote two pages of fervid approval and 
that influential paper became the friend of the New Education. " We 
recommend the book to every teacher." 

New York Teachers' Companion.— " The Colonel is a warrior; his 
battle cry is freedom of the teachers from ruts, rust, routine, and 
servile imitation." 

Philadelphia Teacher,— " His greatness consists in his courageous 
application of the truth." 

Chicago Advance.—" They (the ' talks ') will be very helpful to 
teacher's." 

Chicago Evening Journal.—" They constitute the best, most compre- 
hensive, and authoritative presentation of the Quincy schools." 

Chicago Daily News.— "Valuable materials for thought and study," 

Burlington Hawkeye.— "Wo arc pleased with the common sense 
and reasonableness of any principle laid down and methods recom- 
mended." 

Boston Commonwealth.—" Are of interest to all teachers." 

Troy Times.—" They are hints on which the intelligence of the teacher 
is left free to act." 

New York Tribune.— " Suggestive to instructors. The clear direc- 
tions for following the methods so brilliantly inaugurated at Quincy 
will be of interest to all students of pedagogy." 

Philadelphia Ledger.— " Francis W. Parker holds what in some re- 
gards, is even a higher place than that of the Chief Executive, the great- 
est teacher and organizer of the common schools that this country now 
possesses." (Prom a long review.) 

Philadelphia Record.— 'His talk is informal by knowledge; andhlg 
knowledge is booked by experience." 

The Moderator. 'Michigan.)— In spite of all that has been published 
they constitute the best presentation of the Quincy method.' ' 



SEND ALL ORDERS TO 

E. L. KELLOGG & CO., NEW YORK <& CHICAGO. IS 

Evening Post. (N. Y.)— " He has done more than any one in this 
country hitherto, to make it impossible for the teachers of the future 
to succeed without studying carefully and well the minds and hearts of 
the children." (From a long review.) 

Detroit Free Press.—" What the system (Quincy) is would take more 
space to tell than we have to spare, but the educator will find it out- 
lined here." 

National Tribune (Washington, D.C.)—" We cannot too highly recom- 
mend the lucidity with which he sets forth the principles of the New 
Education." 

Indianapolis School Journal.—" There is much that is good put in a 
new way.' 

Prest. Thos. Hunter, N. T. City Normal College, says :— " I consider it 
an invaluable addition to the literary pedagogue ; he has given expres- 
sion to the best thoughts of the best educators of all times and all coun- 
tries, and stamped these with the impress of his own originality.'' 

Prest. David H. Cochran, Polytechnic Institute, Brooklyn, says:— "I 
find them full of most valuable suggestions." 

Prof. John Kennedy, N. Y. State Conductor of Institutes, says:— "I 
find the work as I anticipated, running over with sound philosophy and 
stimulating suggestions." 

Prof. F. P. Lantry, N. Y. State Conductor of Institutes, says :— " Full 
of sensible and practical suggestions." 

City Sunt. E. V. DeGraff, Paterson, N. J., May, '83, says:-" He has 
done more than any other man to exemplify and explain elementary 
teaching." 

Asst. Sunt. Thos. F. Harrison, N. Y. aty, says :— "Its plain and forci- 
ble statement of sound principles and common sense methods must 
greatly assist to the adoption of much-needed reforms in elementary 
education." 

Asst. Sunt. N. A. Calkins, N. Y. City, says:— "He invites to a careful 
study of the child as the means of learning how to teach." 

Prest. Jerome Allen, Minn. State Normal School, May, '83, says:— 
" Col. Parker's ' Talks on Teaching ' should be in the hands of every 
teacher ; its publication marks a most important era." 

Prest. E. A. Sheldon, Oswego State Normal School, says :— "They can 
but be very suggestive and helpful." 

City Supt. Edwin P. Seaver, Boston, Mass., says :— " The book is very 
interesting, and full of its author's weU-known enthusiasm." 

City Supt. Henry A. Wise, Baltimore, says :— "It is full of valuable 
suggestions ; I strongly recommend it." 

City Supt. John B Peaslee, Cincinnati, says:— "The work is fuU of 
suggestive ideas." 

City Supt. George Howland, Chicago, says:— "Parker is doing & «ood 
work." 

State Supt. D. L. Keihle, St. Paul, says :— " I shall do aU I can to make 
our teachers acquainted with it." 

State Supt. T. H. Paine, Nashville, says :— " I commend it to all teach- 
ers who Wish to advance in the art ol teaching." 

Principal J. W. Barker, Buffalo, says :— " A leading characteristic is 
its natui-alness." 

Prest. B. F. Shaub, Millersville, Pa., Normal School, says:- "I am 
confident his book will help any one who reads it." 



SEND ALL ORDERS T© 

16 E. L. KELLOGG & CO., NEW YORK & CHICAGO, 

Vatridges " Quincy Methods J' 

The *' Quincy Methods," illustrated ; Pen photographs from 
the Quincy schools. By Lelia E. Patridge. Illustrated 
with a number of engravings, and two colored plates. 
Blue cloth, gilt, 12mo, 686 pp. Price, $1.75 ; to teachers, 
$1.40 ; by mail, 13 cents extra. 
When the schools of Quincy, Mass., became so famous 
under the superintendence of Col. Francis W. Parker, thou- 
sands of teachers visited them. Quincy became a sort of 
*' educational Mecca," to the disgust of the routinists, whose 
schools were passed by. Those who went to study the 
methods pursued there were called on to tell what they had 
seen. Miss Patridge was one of those who visited the schools 
of Quincy ; in the Pennsylvania Institutes (many of which 
she conducted), she found the teachers were never tired of 
being told how things were done in Quincy. She revisited 
the schools several times, and wrote down what she saw ; then 
the book was made. 

1. This book presents the actual practice in the schools of 
Quincy. It is composed of " pen photographs." 

2. It gives abundant reasons for the great stir produced by 
the two words " Quincy Methods." There are reasons for the 
discussion that has been going on among the teachers of late 
years. 

3. It gives an insight to principles underlying real educa- 
tion as distinguished from book learning. 

4. It shows the teacher not only what to do, but gives the 
way in which to do it. 

5. It impresses one with the spirit of the Quincy schools. 

6. It shows the teacher how to create an atmosphere of hap- 
piness, of busy work, and of progress. 

7. It shows the teacher how not to waste her time in worry- 
ing over disorder. 

8. It tells how to treat pupils with courtesy, and get cour- 
tesy back again. 

9. It presents four years of work, considering Number, 
Color, Direction, Dimension, Botany, Minerals, Form, Lan- 
guage, Writing, Pictures, Modelling, Drawing, Singing, 
Geography, Zoology, etc., etc. 

10. There are 686 pages; a large book devoted to the realities 
of school life, in realistic descriptive language. It is plain, 
real, not abstruse and uninteresting. 

11. It gives an insight into real education, the education 
urged by Pestalozzi, Froebel, Mann, Page, Parker, etc. 



SEND ATiTi ORDERS TO 

E. L. KELLOGG & CO., NEW YORK & CHICAGO. 17 

12. It exemplifies the teachings of Col. F. W. Parker in the 
" Talks on Teaching." It must be remembered that th« 
"Talks" were from the notes taken by Miss Patridge, the 
author of this book. To understand what the teaching is that 
Col. Parker would have in the schools, one must read this 
book, or attend his school at Normal Park, 111. 

Pa. School Journal :—" The book will be of historical significance." 
N. Y. School Bulletin :— " Should be one of the first dozen books in the 
teacher's library." Boston Journal of Education :—" Affords a clear 
insight into the methods and work at Quincy." Iowa Teacher :— " The 
best of it is that the underlying principles are explained." Chicago 
Practical Teacher :— "Miss Patridge has done her work thoroughly and 
well." N. C. Teacher :— " The story of the Quincy method is well told." 
La. School Journal :— " The work ought to be in every public school 
library." Chicago Intelligence :— " It is really a manual for the prim- 
ary teacher." Teachers' Quarterly :—" Beautifully told in this vol- 
ume." Cincinnati School Journal :— " The book explains the underly- 
'ing principles." S. W. Journal of Education :— "Miss Patridge has done 
the work excellently well." Indiana School Bulletin :— " Full of good 
euggestions." Pa. Teacher :— " No teacher can read it without receiv- 
ing ideas and helpful suggestions." Pa. School Journal :— " This book 
has a mission." Nat. (Pa.) Educator :— " Every progressive teacher wiU 
get more benefit from it than from any other published," Our County 
and Village Schools :—" Reading this volume will produce a revolu- 
tion." Ed. Courant :— " Has the power, fervor, and style of Parker." 
Wis. Journal of Education :— " By far the most complete manual of the 
'New Education." 111. School Journal:— "It is without question the 
fuUest, richest, and most suggestive volume for grade teachers, and 
also for superintendents, that it has been our portion to examine." 
Normal Exponent :— " Every teacher should read it." W. Va. School 
Journal :— " It is a fountain from which new and refreshing draughts 
may be drawn." Philadelphia Teacher :—" Abounds with hints; wiU 
prove a precious guide." Chicago Advance :— " In the presence of such 
a book we pause with reverence." School Education :—" Is a very 
desirable book." Phrenological Journal:— "It is the application of 
principles." Christian Advocate :—" Well worth the perusual o€ 
teachers." Texas School Journal :— " No primary teacher can afford to 
do without this work." Springfield Repuhlican :— " The earnest teach- 
er will find it helpful." Quehec Ed. Record :— " Pleased that it is on the 
list of books for teachers." The Critic :— " Gives a helpful insight into 
the theory of Education." Interior :—" Well worthy of study." Inter- 
ooean :— " One of the books that should be found in every teacher's 
desk." Detroit Free Press:— Will take a high place in educational 
literature." S. S. Times:— "First and best for the Sunday school 
teacher is Quincy Metiiods." 



SSND ALL ORDERS TO 

18 E. L. KELLOGG '& CO., NEW YORK & CHICAGO. 

Tates Thilosophy of Education. 

The Philosophy of Education. By T. Tate. Revised and 
Annotated by E. E. Sheeb, Ph.D., Principal of the Louis- 
iana State Normal School. Unique cloth binding, laid 
paper, 331 pp. Price, $1.50 ; to teachers, $1.20 ; by mail, 7 
cents extra. 
There are few books that deal with the Science of Educa- 
tion. This volume is the work of a man who said there were 
great principles at the bottom of the work of the despised 
schoolmaster. It has set many^ a teacher to thinking, and in 
its new form will set many more. 

Our edition will be found far superior to any other in every 
respect. The annotations of Mr. Sheib are invaluable. The 
more important part of the book are emphasized by leading 
the type. The type is clear, the size convenient, and print- 
ing, paper, and binding are most excellent. 

Mr. Philbrick so long superintendent of the Boston schools hold this 
work in high esteem. 

Col. F. W. Parker stronglyrecommends it. 

Jos. MacAlister, Supt. Public Schools, Philadelphia, says :— " It is one 
of the first books which a teacher deserves of understanding the scien- 
tific principles on which his work rests should study." 

S. A. Ellis, Supt. of Schools, Kochester N. Y. says :— " As a pointed and 
judicious statement of principles it has no superior." 

Tkos. M. Balliet, Supt. of Schools^ Reading. Pa., says :— " The work 
is a classic on Education." 

J. M. Greenwood, Supt. Schools, Kansas City, says :—" I wish every 
teacher of our country owned a copy and would read it caref uUy and 
thoughtfully." 

Prest. E. A. Sheldon, Oswego Normal Schools, says :—" For more 
than 20 years it has been our text-book in this subject and I know of no 
other book so good for the purpose." 

Bridgeport Standard.—" A new generation of thinkers will welcome 
it ; it has long held the first place in the field of labor which it illus- 
trates." 

S. W. Journal of Education.— "It deals with fundamental principles 
and shows how the best educational practice comes from them." 

The Interior.— " The book has long been held in high esteem by 
thoughtful teachers." 

Popular Educator.— "Has long held a high place among educational 
works." 

Illinois School Journal.—" It abounds in good things." 

Philadelphia Record.-" Has been ranked among educational classics 
for more than a quarter of a century." 

Educational News.—" Tate was the first to give us the maxims froia 
the ' known to the unknown ' etc." 



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Fitch's Lectures on Teaching, 

Lectures on Teaching. By J. G. Fitch, M.A., one of Her 
Majesty's Inspectors of Schools. England. Cloth, 16mo, 
395 pp. Price, $1.25 ; to teachers, $1.00 ; by mail, postpaid. 

Mr. Fitch takes as his topic the application of principles to 
the art of teaching in schools. Here are no- vague and gen- 
eral propositions, but on every page we find the problems of 
the school-room discussed with definiteness of mental grip. 
No one who has read a single lecture by this eminent man 
but will desire to read another. The book is full of sugges- 
tions that lead to increased power. 

1. These lectures are highly prized in England. 

2. There is a valuable preface by Thos. Hunter, President 
of N. Y. City Normal College. 

3. The volume has been at once adopted by several State 
Reading Circles. 

EXTRACT FROM AMERICAN PREFACE. 
" Teachers everywhere among English-speaking people have hailed 
Mr. Fitch's work as an invaluable aid for almost every kind of instruc- 
tion and school organization. It combines the theoretical and the prac- 
tical ; it is based on psychology ; it gives admirable advice on every- 
thing connected with teaching— from the furnishing of a school-room 
to the preparation of questions for examination. Its style is singularlj' 
clear, vigorous and harmonious." 

Chicago Intelligence.— " All of its discussions are based on sound 
psychological principles and give admirable advice." 

Virginia Educational Journal.— "He tells what he thinks so as to 
be helpful to all who are striving to improve." 

Lynn Evening Item.— "He gives admirable advice." 

Philadelphia Eecord.— " It is not easy to imagine a more useful vol- 
ume." 

Wilmington Every Evening.—" The teacher will find in it a wealth 
of help and suggestion." 

Brooklyn Journal.—" His conception of the teacher is a worthy ideal 
for all to bear in mind." 

New England Journal of Education : " This is eminenlly the work ol 
a man of wisdom and experience. He takes a broad and comprehensive 
view of the work of the teacher, and his suggestions on all topics are 
worthy of the most careful consideration." 

Brooklyn Eagle: "An invaluable aid for almost every kind of in- 
struction and school organization. It combines the theoretical and the 
practical ; it is based on psychology ; it gives admirable advice on everv- 
thing connected with teaching, from the furnishing of a school-room to 
the preparation of questions for examination." 

Toledo Blade : " It is safe to say, no teacher can lay claim to being 
well informed who has not read this admirable work. Its appreciation 
is shown by its adoption by several State Teachers' Baadiug Circles, as 
a work to be thoroughly read by its members." 



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The Practical Teacher , 

Writings of Francis W. Parker, Principal of Cook Co. 

Normal School, 111., and other educators, among which is 

Joseph Payne's Visit to German Schools, etc. 188 large 

8vo pages, T^xlO^ inches. Cloth. Price, |1.50; to 

teachers, $1.20 ; by mail, 1 4 cents extra. New edition in 

paper cover. Price, 75 cents ; to teachers, 60 cents ; by 

mail, 8 cents extra. 

These articles contain many things that the readers of the 

" Talks on Teaching " desired light upon. The space occupied 

enabled Col. Parker to state himself at the length needed for 

clearness. There is really here, from his pen (taking out the 

writings of others) a volume of H30 pages, each page about the 

size of those in " Talks on Teaching." 

1. The writings in this volume are mainly those of Col. F. 
W. Parker, Principal of the Cook County Normal School. 

3. Like the " Talks on Teaching" so famous, they deal with 
the principles and practice of teaching. 

3. Those who own the *' Talks " will want the further ideas 
from Col. Parker. 

4. There are many things in this volume written in reply to 
inquiries suggested in " Talks." 

5. There is here really 750 pages of the size of those in 
•' Talks." " Talks " seUs for $1.00. This for $1.20 and 14 cents 
for postage. 

6. Minute suggestions are made pertaining to Reading, 
Questions, Geography, Numbers, History, Psychology, Peda- 
gogics, Clay Modeling, Form, Color, etc. 

7. Joseph Payne's visit to the German schools is given in 
full ; everything from his pen is valuable. 

8. The whole book has the breeze that is blowing from the 
New Education ideas ; it is filled with Col. Parker's spirit. 

PARTIAL LIST OF CONTENTS- 

Beginnings. Reading— laws and principles ; EuUng Slates ; Number 
and Arithmetic; Geography; Moulding; History; Psychology; Peda- 
gogics ; Examinations ; Elocution ; Questioning on Pictures ; on Flow- 
ers ; on Leaves ; Rules in Language ; Answers to questions respecting 
the Spelling-Book ; List of Children s Books on History; The Child's 
Voice; Ideas before Words; Description of Pictures; Teaching of 1; 
of 2; of 3- of 4; etc. ; Form and Color; Breathing Exercises; Paper 
Folding ; Verbatim report of lessons given in Cook Co. Normal School. 
Busy Work ; Answers to Questions in Arithmetic, etc. ; Why teachers 
drag out a monotonous existence ; Teaching of language to children ; 
Supplementary Reading— list of books; Structural Geography; Letters 
from Germany ; Hand and Eye Training ; Clay Modeling ; List of Edu- 
cational Works ; Joseph Payne-'s visit to German Schools, etc., etc. 



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E. L. KELLOGG & CO., NEW YORK & CHICAGO. 21 




'AINDiTUDlEy 

yoUNG^TEACHERS 

JEROAVEl2iLLENPHD 



The Reading Circle Library. 

No. 1 . Allen's Mind Studies for Young Teachers 

By Jerome Allen, Ph.D., 
Associate Editor of the 
School Journal, formerly 
President of the St. Cloud 
( Minn. ) Normal School. 
16mo, large, clear type, 
128 pp. paper cover. Price, 
30 cents ; to teachers, 24 
cents ; by mail, 3 cents 
extra. Limp cloth, 50 
cents ; to teachers, 40 cents; 
by mail, 5 cents extra. 
Special rates for quanti- 
ties. Fourth thousand now 
ready. 

This little volume attempts 
to open the subject of Psychoid 
ogy in a plain way, omitting 
what is abstruse and difficult. 
It is written in language easily 
comprehended, and has prac- 
tical illustrations. It will be wanted by teachers. 

1. Some knowledge of Mental Science is indispensible to the 
teacher. He is dealing with Perception, Attention, Judg- 
ment. He ought to know what these mean. 

2. The relation between Teaching and Mind Growth is 
pointed out ; it is not a dry treatise on Psychology. 

3. It is a work that will aid the teacher in his daily work in 
dealing with mental facts and states. 

Popular Educator.—" The teacher will find in it much information as 
well as incitement to thought." 

Tared Sanford, School Com., Mt. Vernon, N. T.— " From all points of 
view it must prove of great worth to those who read it. To the earnest 
teacher in search of information concerning the principles of Psychol- 
ogy it is to be highly commended." 

Irwin Shepard, Pres. Normal School, Winona, Minn.—" I am much 
pleased with it. It certainly fills a want. Most teachers need a smaller 
briefer, tnd more convenient Manual than has before been issued." 

S. G. Love, Supt. School, N. Y.— " I want to say of it that it is an 
excellent little book. Invaluable for building up the young teacher 
in that kind of knowledge indispensable to successful teaching to-day," 

Prof. Edward Brooks.—" The work will be very useful to young 
teachers." 




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No. 2. Autobiography of Froebel. 

Materials to Aid a Comprehension of the Works of the 
Founder of the Kindergarten. 16mo, large, clear type, 
128 pp. Unique paper cover. Price, 30 cents ; to 
teachers, 24 cents ; by mail, 3 cents extra. Bound in limp 
cloth, 50 cents ; to teachers, 40 cents ; by mail, 5 cents 
extra. 

This little volume will be welcomed by all who want to get 
a good idea of Froebel and the kindergarten. 

1. The dates connected with 
Froebel and the kindergarten 
are given, then follows his 
autobiography. To this is 
added Joseph Payne's esti- 
mate and portrayal of Froe- 
bel, as well as a simimary of 
Froebel's own views. 

2. In this volume the stu- 
dent of education finds ma- 
terials for constructmg, in an 
inteUigent manner an estimate 
and comprehension of the kin- 
dergarten. The life of Froebel, 
mainly by his own hand, is 
very helpful. In this we see 
the working of his mind when 
a youth ; he lets us see how 
he felt at being misunder- 
stood, at being called a bad boy, and his pleasure when face 
to face with nature. Gradually we see there was crystalhzing 
in him a comprehension of the means that would bring har- 
mony and peace to the minds of young people. 

3. The analysis of the powers of Froebel will be of great 
aid. "We see that there was a deep philosophy in this plain 
German man ; he was studying out a plan by which the 
usually wasted years of young children could be made pro- 
ductive. The volume will be of great value not only to every 
kindergartner, but to all who wish to understand the philoso- 
phy of mental development. 

La. Journal of Education.— "An excellent little work.' 

W. Va. School Journal.— "Will be of great value." 

Educational Courant, Ky.— " Ought to have a very extensive circu- 
lation among the teachers of the country." 

Educational Record, Can.—" Ought to be in the hands of every pro- 
fessional teacher." 




FRIEDRICH PRCEBEL. 



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E. L. KELLOGG & CO., NEW YORK & CHICAGO. 23 




JAMES li. HUGHES. 



No. 3. Hughes' Mistakes in Teaching. 

By James L. Hughes, Inspec- 
tor of Schools, Toronto, Can- 
ada. Cloth, 16mo, 115 pp. 
Price, 50 cents ; to teach- 
ers, 40 cents ; by mail, 5 
cents extra. 
Thousands of copies of the old 
edition have been sold. The 
new edition is worth double the 
old ; the material has been in- 
creased, restated and greatly 
improved. Two new and im- 
portant Chapters have been 
added on " Mistakes in Aims," 
and " Mistakes in Moral Train- 
ing." Mr. Hughes says in his 
preface : "In issuing a revised 
edition of this book it seems 
fitting to acknowledge grate- 
fully the hearty appreciation 
that has been accorded it by 
American teachers. Realizing as I do that its very large sale 
indicates that it has been of service to many of my fellow 
teachers, I have recognized the duty of enlarging and revis- 
ing it so as to make it still more helpful in preventing the 
common mistakes in teaching and training. " 

Ninety-Six important mistakes are corrected in this 
book. This is the only edition authorized by the writer. 

The Schoolmaster (England)— "His ideas are clearly presented." 
Boston Journal of Education.— " Mr. Hughes evidences a thorough 

study of the philosophy of education. We advise every teacher to invest 

50 cents in the purchase of this useful volume." 

New York School Journal.—" It will help any teacher to read this 
book." 

Chicago Educational Weekly.—" Only long experience could fur- 
nish the author so fully with materials for sound advice." 

Penn. Teacher's Advocate.— " It is the most readable book we have 
seen lately." 

Educational Journal of Virginia.— " We know no book that contains 
so many valuable suggestions.'' 

Ohio Educational Monthly.—" It contains more practical hints than 
any book of its size known to us." 

Iowa Central School Journal.—" We know of no book containing 
more valuable suggestions." 

New York School Bulletin—" It is sensible and practicaL" 



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24 E. L. KELLOGG & CO., NEW YORK & CHICAGO, 

No. 4. Hughes' Securing and Retaining Atten- 
tion, 

By James L. Hughes, Inspector Schools, Toronto, Canada. 
Author of Mistakes in Teaching. Cloth, 116 pp. Price, 
50 cents ; to teachers, 40 cents ; by mail, 5 cents extra. 

This valuable little book has already become widely known 
to American teachers. This new edition has been almost 
entirely re-written and several new important chapters 
added. It is the only edition authorized by the author. The 
testimonials to the old edition are more than deserved for the 
new one. 

Educational Times. England.— " On an important subject, and 

admirably executed." 
School Guardian. England.—" We unhesitatingly recommend it." 
New England Journal of Education.—" The book is a guide and a 

manual of special value." 
New York School Journal.—" Every teacher would derive benefit 

from reading this volume." 

Chicago Educational Weekly.— " The teacher who aims at best suc- 
cess should study it," 
Phil. Teacher.—" Many who have spent months in the school-room 

would be benefitted by it." 
Maryland School Journal.— " Always clear, never tedious." 
Va. Ed. Journal.— " Excellent hints as to securing attention." 
Ohio Educational Monthly.—" We advise readers to send for a copy." 
Pacific Home and School Journal.— "An excellent little manual." 
Prest. James H. Hoose, State Normal School, Cortland, N. Y., says :— 

"The book must prove of great benefit to the profession. ' 
Supt. A. W. Edson, Jersey, City, N. J., says:— "A good treatise has 

long been needed, and Mr. Hughes has suppUed the want," 

No. 5. The Student's Calendar. 

For 1888. Compiled by N. O. "Wilhelm. Elegant design 
on heavy cardboard, 9x11 inches, printed in gold and 
color. Price, 60 cts. ; to teachers, 48 cents. ; by mail, 8 cts. 
In book form, for any year, paper cover. Price, 30 cts. ; 
to teachers, 24 cts. ; by mail, 3 cts. extra. 

This beautiful, novel, and useful calendar is designed to 
assist teachers in preparing exercises for Memorial Days, 
and: also to suggest topics for "talks," compositions, etc. The 
idea is entirely new. Opposite each date is a very short life 
of some great man who was born or died on that day. The 
design is superb, and printing, etc., tasteful and elegant, 
making it an ornament for any room. 



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E. L. KELLOGG & CO., NEW YORK & CHICAGO, 25 

Teachers' Manuals Series, 

Each is printed in large, 
clear type, on good paper. 
Paper cover, price 15 
cents; to teachers, 12 
cents ; by mail 1 cent ex- 
tra. Liberal discount in. 
quantities. 
There is a need of small 
volumes — " Educational 
tracts," that teachers can 
carry easily and study as they 
have opportunity. The fol- 
lowing six have been already 
selected. Every one is a gem. 
To call them the " Education- 
al Gem " series would be 
more appropriate. 

It should be noted that 
while our editions of these 
little books are as low in 
price as any other, the side 
heads, topics and analyses 
inserted by the editors, as well as the excellent paper and 
printing, make them far superior in every way to any other. 

No. 1. FITCH'S ART OF QUESTIONING. 

By J. Gr. Fitch, M. A., author of " Lectures on Teaching." 38 pp. 

Already widely known as the most useful and practical essay on 
this most important part of the teachers' lesson-hearing. 
No. 3. FITCH'S ART OF SECURING ATTENTION. 

By J. G. Fitch, M. A., 39 pp. 

Of no less value than the author's "Art of Questioning." 
No. 3. SIDGWICK'S ON STIMULUS IN SCHOOL. 

By Arthur Sidgwick, M. A. 43 pp. 

" How can that duU, lazy scholar be pressed on to work up his lessons 
with a wiU." This bright essay will tell how it can be done. 
No. 4. TONGE'S PRACTICAL WORK IN SCHOOL. 

By Charlotte M. Yonge, author of " Heir of Redely fife." 35 pp. 

All who have read Miss Yonge's books will be glad to read of her 
views on School Work. 
No. 5. FITCH'S IMPROVEMENT IN THE ART OF TEACHING. 

By J. G. Fitch, M. A. 25 pp. 

This thoughtful, earnest essay will bring courage and help to many 
a teacher who is struggling to do better work. It includes a course of 
study for Teachers' Training Classes. 
No. 6. GLADSTONE'S OBJECT TEACHING. 

By J. H. Gladstone, of the London < Eng.) School Board. 25 pp. 

A short manual full of practical sua:e;estions oti Object Teachijifir. 





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26 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 

Kellogg s School cManagement : 

*' A Practical Guide for the Teacher in the School-Room." 

By Amos M. Kellogg, A.M. Sixth edition. Revised and 

enlarged. Cloth, 138 pp. Price, 75 cents ; to teachers, 60 

cents ; by mail, 5 cents extra. 

This book takes up the most difficult of all school work, 

viz. : the Government of a school, and is filled with original 

and practical ideas on the subject. It is invaluable to the 

teacher who desires to make his school a " well-governed " 

school. 

1. It suggests methods of awakening an interest in the 
studies, and in school work. *' The problem for the teacher," 
says Joseph Payne, " is to get the pupil to study." If he can do 
this he will be educated. 

2. It suggests methods of making the school attractive. 
Ninety-nine hundredths of the teachers think young people 
should come to school anyhow ; the wise ones know that a 
pupil who wants to come to school will do something when 
he gets there, and so make the school attractive. 

3. Above all it shows that the pupils will be self -governed 
when well governed. It shows how to develop the process of 
self-government. 

4. It shows how regular attention and courteous behaviour 
may be secured. 

5. It has an admirable preface by that remarkable man and 
teacher, Dr. Thomas Hunter, Pres. N. Y. City Normal College. 

Home and School.—" Is just the book for every teacher who wishes 
to be a better teacher." 

Educational Journal.--" It contains many valuable hints." 

Boston Journal of Education.— "It is the most humane, instructive, 
original educational work we have read in many a day." 

Wis. Journal of Education.— " Commends itself at once by the num- 
ber of ingenious devices for securing order, industry, and interest. 

Iowa Central School Journal.—" Teachers will find it a helpful and 
suggestive book." 

Canada Educational Monthly.—" Valuable advice and useful sugges- 
tions." 

Normal Teacher.—" The author believes the way to manage is to civ- 
ilize, cultivate, and refine." 

School Moderator.—" Contains a large amount of valuable readimg ; 
school government is admirably presented." 

Progressive Teacher. — "Should occupy an honored place in every 
teacher's library." 
Ed. Courant.— "It will help the teacher greatly.' 
Va. Ed. Journal.—" The author draws from a large experience." 



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E. L. KELLOGG & CO.. NEW YORK & CHICAGO. 27 

Johnsons Education by Doing . 

Education by Doing : A Book of Educative Occupations 

for Children in School. By Anna Johnson, teacher to 

liie Children's Aid Schools of New York City. With a 

prefatory note by Edward E. Shaw, of the High School of 

Yonkers, N. Y. Handsome red cloth, gilt stamp. Price, 

75 cents ; to teachers, 60 cents ; by mail, 5 cents extra. 

Thousand of teachers are asking the question : " How can I 

keep my pupils profitably occupied?" This book answers 

the question. Theories are omitted. Every line is full of 

instruction. 

1. Arithmetic is taught with blocks, beads, toy-money, etc. 

2. The tables are taught by clock dials, weights, etc. 

3. Form is taught by blocks. 

4. Lines with sticks. 

5. Language with pictures. 

6. Occupations are given. 

7. Everything is plain and practical. 

EXTRACT FROM PREFACTORY NOTE. 

" In observing the results achieved by the Kindergarten, educators 
have felt that Froebel's great discovery of education by occupations 
must have something for the public schools— that a further application 
of ' the putting of experience and action in the place of books and 
abstract thmking,' could be made beyond the fifth or sixth year of the 
child's life. This book is an outgrowth of this idea, conceived in the 
spirit of the 'New Education.' 

" It will be widely welcomed, we believe, as it gives concrete methods 
of work— the very aids primary teachers are in search of . There has 
been a wide discussion of the subject of education, and there exists no 
little confusion in the mind of many a teacher as to how he should im- 
prove upon methods that have been condemned." 

Supt. J. W. Skinner, Children's Aid Schools, says:— "It is highly 
appreciated by our teachers. It supplies a want felt by aU. ' ' 
Toledo Blade.—" The need of this book has been felt by teachers." 
School Education.—" Contains a great many fruitful suggestions." 
Christian Advance.—" The method is certainly philosophical." 
Va. Ed. Journal.—" The book is an outgrowth of Froebel's idea." 
Philadelphia Teacher.—" The book is full of practical information." 
Iowa Teacher.— "Kellogg's books are all good, but this is the best 
for teachers. 
The Educationist.—" We regard it as very valuable." 
School Bulletin.—" We think well of this book," 
Chicago Intelligence,—" Will be found a very serviceable book," 




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28 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 

Southwick^s Handy Helps, 

Handy Helps. A Manual of Curious and Interesting Infor- 
mation. By Albert P. Southwick, A.M., Author of 
^* Quizzism and Its Key," etc. 16mo, cloth, 290 pp. Price, 
$1.00 ; to teachers, 80 cents ; by mail, 8 cents extra. 

1. This volume contains five hundred questions that are of 
interest to every reading man and woman in the United 
States. To hunt up an answer to even one of these would 
require sometimes days of research. 

2. The volume will be valuable to the teacher especially, 
because he is surrounded witji an inquiring set of young 
beings. For instance, " What is the origin of the term John 
Bull ?" If asked this the teacher might be unable to answer 
it, yet this and many other similar queries are answered by 
this book. 

Such a volume can be used in the school-room, and it will 
enliven it, for many young people are roused by the questions 
it contains. Something new can be found in it every day to 
interest and instruct the school. It is an invaluable aid in 
oral teaching, unequaled for general exercises, and interesting 
dull pupils. 

4. It will afford refined entertainment at a gathering of 
young people in the evening, and really add to their knowl- 
edge. 

5. The queries in it pertain to matters that the well- 
informed should know about. Here are a few of them : 

Animal with Eight Eyes ; The Burning Lakes ; Boycotting ; 
Burial Place of Columbus ; Bride of Death ; Bluebeard's Cas- 
tle ; City of the Violet Crown ; Dead Sea Fruit ; Doors that 
are Books ; Derivation of the words, Uncle Sam ; First use of 
the expression, " Defend me from my friends"; Flogged for 
Kissing his Wife ; How Pens are Slit; Key of the Ba stile; 
Mother Goose ; Origin of All Fooi's Day ; Reason Rhode Island 
has two capitals ; Silhouette ; Simplest Post-office in the 
World; Umbrella a mile Wide; "Sharpshooters" among 
fishes ; Unlucky days for matrimony ; Year with 445 days ; 
Why black is used for mourning ; etc., etc. 

6. It is a capital book to take on a railroad journey ; it 
entertains, it instructs. 

Home Journal.— "One can scarcely turn a page without finding 
something he desires to learn, and which every well-read man ought to 
isxiow. 

Interior.—" Immensely instructive and entertaining in school-roomg, 
f flinilies and reading circles. 



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29 



Reception T>ay. 6 ^os, 

A collection of fresh and original dialogues, recitations, 
declamations, and short pieces for practical use in Pubhc 
and Private Schools. Bound in handsome, new paper 
cover, 160 pages each, printed on laid paper. Price 30 
cents each ; to teachers, 24 cents ; by mail, 3 cents extra. 

The exercises in these books bear upon education ; have a 
relation to the school-room. 

1. The dialogues, recitations, 
and declamations, gathered in 
this volume being fresh, short, 
easy to be comprehended and 
are well fitted for the average 
scholars of our schools. 

3. They have mainly been 
used by teachers for actual 
school exercises. 

3. They cover a different 
ground from the speeches of 
Demosthenes and Cicero — 
which are unfitted for boys of 
twelve to sixteen years of age. 

4. They have some practical 
interest for those who use 
them. 

5. There is not a vicious 
sentence uttered. In some 
dialogue books profanity is 
found, or disobedience to 

NEW COVER. parents encouraged, or lying 

laughed at. Let teachers look out for this. 

6. There is something for the youngest pupils. 

7. " Memorial Day Exercises " for Bryant, Garfield, Lincoln, 
etc. , will be found. 

8. Several Tree Planting exercises are included. 

9. The exercises have relation to the school-room and bear 
upon education. 

10. An important point is the freshness of these pieces. 
Most of them were written expressly for this collection, and 
can be found nowhere else. 

Boston Journal of Education.—" Is of practical value." 
Detroit Free Press.—" Suitable for public and private schools.'* 
Western Ed, Journal.-" A series of very ^ood selections," 




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30 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 



Song Treasures. 



THE PRICE HAS JUST BEEN 
GREATLY REDUCED. 



Compiled by Amos M. Kellogg, editor of the School Jour- 
nal. Elegant green and gold paper cover, 64 pp. Price, 
15 cents each ; to teachers, 13 cents ; by mail, 3 cents 
extra. 10th thousand. Special terms to schools for 35 
copies and over. 
This is a 
most valua- 
ble collec- 
tion of mu- 
sic for all 
schools and 
institutes. 

1. Most of 
the pieces 
have been se- 
lected by the 
teachers as 
favorites in 
the schools. 
They are the 
ones the pu- 
pils love to 
sing. 

3. All the pieces " have a ring to them ;" they are easily 
learned, and will not be forgotten. 

3. The themes and words are appropriate for young people. 
In these respects the work will be found to possess unusual 
merit. Nature, the Flowers, the Seasons, the Home, our 
Duties, our Creator, are entuned with beautiful music. 

4. Great ideas may find an entrance into the mind through 
music. Aspirations for the good, the beautiful, and the true 
are presented here in a musical form. 

5. Many of the words have been written especially for the 
book. One piece, '' The Voice Within Us," p. 57, is worth the 
price of the book. 

6. The titles here given show the teacher what we mean : 
Ask the Children, Beauty Everywhere, Be in Time, Cheerfulness, 

Christmas Bells, Days of Summer Glory, The Dearest Spot, Evening- 
Song, Gentle Words, Going to School, Hold up the Rieht Hand, I Love 
the Merry, Merry Sunshine, Kind Deeds, Over iij the Meadows, Our 
Happy School, Scatter the Germs of the Beautiful, Time to Walk, The 
Jolty Workers, The Teacher's Life, Tribute to Wbittier, etc.. etc 




SEND ALIi ORDERS TO 

E. L. KELLOGG & CO., NEW YORK & CHICAGO, 81 

The Best Hundred Books. 

Containing Sm John Lubbock's List, and suggestions by- 
John Ruskin and others. Paper cover, 16nao, 68 pp. 
Price, 20 cents ; to teachers, 16 cents ; by mail, 2 cents 
extra. 
We think every teachet- will want to know what the great 
books of the world are. His opinion is asked by pupils and 
people. He knows there was a Shakespeare, but does he 
know the names of the really great writers ? But ought not 
a teacher to know these ? True, he can get a "certificate" 
without knowing, but a teacher must know much beside 
what the certificate demands. Believing the teachers would 
want to know about the great books of the world, we pub- 
lished the " Best Hundred Books." 

1. The most eminent men in the world give their views as 
to what are the great books. Among these Sir John Lubbock, 
Herbert Spencer, Matthew Arnold, Henry M. Stanley, John 
Ruskin, and many others. 

2. Points in regard to these books are given ; valuable 
ideas. 

3. In England a sale of 50,000 of this book was reached. 

4. It is very cheap, very handy. In a small space you get 
a great deal. 

5. You can use it in school to read from or to discuss. 

Poolers N. Y, School Laws , 

A Manual of the School Laws of N. Y. State. By Charles 

T. Pooler, Conductor of Institutes. 50 pp. limp cloth. 

Price, 30 cents ; to teachers, 24 cts. ; by mail, 3 cts. extra. 

The object of this book is to give the school laws of N. Y.> 

State that govern citizens, teachers, and school officers. 

Reference is made by figures to the Code of Pubhc Instruction. 

In these fifty pages is condensed a vast amount of valuable 

knowledge. , conveniently arranged for reference. 

1. Over 200 points in N. Y. School law are found in it. 

2. The rights, duties, and powers of teachers, trustees, and 
commissioners are given. 

3. It is a very handy volume. 

4. Every New York teacher ought to know what is in it. 

Courier and Freeman.—" Contains a large amount of information." 
Plaindealer.— " Worth many times its cost." 



eBND ALIi ORDERS TO 

E. L. KELLOGG & CO., NEW YORK & CHICAGO. 



Seeley's Grubes Method of Teaching 

ARITHMETIC. Explained and illustrated. Also the im- 
provements on the method made by the followers of 
Grube in Germany. By Levi Seeley, Ph.D. Cloth, 
176 pp. Price, $1.00 ; to teachers 80 cents ; by mail, 
7 cents extra. 

1. It IS A Philosophical 
Work. — This book has a sound 
philosophical basis. The child 
does not (as most teachers seem 
to think) learn addition, then 
subtraction, then multiplica- 
tion, then division; he learns 
these processes together. Grube 
saw this, and founded his sys- 
tem on this fact. 

2. It Follows Nature's 
Plan. — Grube proceeds to de- 
velop (so to speak) the method 
by which the child actually be- 
comes (if he ever does) ac- 
quainted with 1, 2, 3, 4, 5, etc. 
This is not done, as some sup- 
pose, by writing them on a 
slate. Nature has her method ; 
she begins with things; after 

handling two things in certain ways, the idea of two is ob- 
tained, and so of other numbers. The chief value of this 
booTc then consists in showing what may be termed the way 
nature teaches the child number. 

3. It is Valuable to Primary Teachers.— It begins and 
shows how the child can be tanght 1, then 2, then 3, &c. 
Hence it is a work especially valuable f pr the primary teacher. 
It gives much space to showing how the numbers up to 10 are 
taught ; for if this be correctly done, the pupil will almost 
teach himself the rest. 

4. It Can Be Used in Advanced Grades.— It discusses 
methods of teaching fractions, percentage, etc., so that it is a 
work valuable for all classes of teachers. 

5. It Guides the Teacher's Work.— It shows, for exam- 
ple, what the teacher can appropriately do the first year, what 
the second, the third, and the fourth. More than this, it sug- 
gests work for the teacher she would otherwise omit. 

Taking it altogether, it is the best work on teaching num- 
ber ever published. It is very handsomely printed and boimd. 




DR. LEVI SEELEY. 



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H l> - JL o. 



1 , V 



£ L. KELLOGG & CO.'S 

;6ducational iput)Ucation0. 

THE SCHOOL JOURNAL. 

i6 large pages. Weekly, per yeax $24 60 

THE TEACHERS' INSTITUTE 

AND Practical Teacher. Monthly, per yr. l ,2& 

TREASURE-TROVE. 

An illus. paper for young people. Per year, 1 ,00 



Love's Industrial Education. 

izmo, cloth, 340 pages, 1 »75 

Currte's Early Education. 

i6mo, cloth, 300 pages, ,1.25 
The Reading Circle Library. 

No. I. AllenVMind Studies for Teachers. .SO 

*' 2, Froebel's Autobiography.. .SO 

*' 4. Wilhelm's StudeRts' Calendar. '*30 

*' 3. Hughes' Mistakes in Teaching. .SO 

" 5. Hughes' Securing Attention. *&0 

Seeley's Grube's Method of 

Teaching Arithmktic. (Nearly ready,) 

Patridge's " Qulncy Methods." 

Cloth, i2mo, 686 pages, illustrated, 1 ,75 

Parker's Talks on Teaching, 

Cloth, i6nio, 196 pages, ' t .25 

Shaw's National Question Book. 

Cloth, izmo, 356 pp. JVei, postpaid, t .50 

The Practical Teacher. I.50 

Tate's Philosophy of Education, 1 ,50 
Fitch's Lectures on Teaching. 1 .25 
Payne's Lectures on the Sci- 
ence AND Art of Education, J^/'ew edition, t .OO 

Shaw and Donnell's School De- 

viCES. Cloth, i6mo, 217 pages, 1.25 

Teachers' Manual Series, 6 Nos. each ,1 5 
Kellogg's School Management, .75 
Johnson's Education by Doing. . .75 
Southwick's Handy Helps. I .OO 

Reception Day. Six Nos. .3p 

Song Treasures. A popular school 

music book. 08 pp. Bright, original music, ,tS 
Pooler's N. Y. State School Laws .30 
The Best Hundred Books. .20 

«o per cent, discount to teachers, postage extra, 
(usually xo per cent, of price) except those marked «^/. 

25 Clinton Place, New York. 



NEW BOOKS FOR TEACHERS 

Allen's ''Mind Studies for Young Teachers," , 

By Prof. Jerome Allen, Editor of the School fournal. 4th 
thousand. i&mo, 128 pp., paper cover, 30 cts. ; neat 
cloth binding, 50 cts; 

" Autobiography of Froebel/' 

A clear statement in Froebel's own words of the principles of 
the Kindergarten, with Joseph Payne's valuable lecture on 
Froebsl. etc i6mo, 12S pp., paper cover, 30 cts. ; neat 
cloth binding, 50 cts. 

Hughes' '* {Mistakes in Teaching." 

By James L. Hughes, Inspector of Schools, Toronto, Can. 
Revised and rewritten, with new matter. Authorized 
copyright edition. i6mo, cloth, 128 pp. Price, 50 cts. 

Hughes* '* Securing and Retaining Attention," 

Revised, re-written, and much enlarged. Authorized copy- 
right edition. i6mo, cloth, 128 pp. Price, 50 cts. 
20 per cent, discount to teacher's, postage 5 cents each extra. 



TEACHERS' MANUALS SERIES. 

This is. a new series of short essays on educationaf subjects 
by the best writers, at a nominal price. 

■' NOW READY. 
No, I. J. G. Fitch's "Art of Questioning." 
No. 2. J. G. Fitch's "Art of Securlngr Attention," 
No. 3. Arthur Sidgwick's "On Stinnulus in School." 
No. 4. Charlotte M. Yonge's " Practical Work In 

School." 
No. 5. J. G. Fitch's " Improvement in the Art of 

Teaching." Also a course of Study for Teachers' Training Classes. 

No. 6. J. H. Gladstone's "Object Teaching." 
No. 7. Huntington's "Unconscious Tuition." 
No. S. Hughes' "How to Keep Order." 
No. 9. Quick's "How to Train the Memory." 
No. 10. Hoffmann's'" Kindergarten Gifts." 

Each is^ printed in large, clear type, on good paper, with 
sideheads, topics, and analyses. From 32 to 64 pp. each, with 
paper cover. Price, 15 cts. ; to teachers, 12 cts. ; by mail, i cent 
extra. Remit in stamps. Liberal discount for quantities. 

E L KELLOGG 6- CO,, Educational Publishers, 

35 Glinton Place, 1^1. Y., 151 Wabash Ave., Chicagg. 



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